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Holt Biology Homeschool Lesson Plans

Unit 5 Evolution

Chapter 16 ­ Evolutionary Theory

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Unit 5 and Chapter 16 Introduction, Section 1: Developing a Theory Section 2: Applying Darwin's Ideas Section 3: Beyond Darwinian Theory End of Chapter Review and Assessment

Activities suggested in the Chapter 16 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 370-395 · Chapter Resource Files (CRF) CD-ROM, Chapter 16, pp. 1-71 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 16: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Unit 5 and Chapter 16

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Discoveries in Science: Evolution and Life on Earth, SE p. 370B: Have students read and discuss the timeline as an introduction to the unit. Biology Career, SE p. 371: Have students read about and discuss the career of Rob DeSalle, a museum curator. Reading Toolbox: Assessing Prior Knowledge, TE p. 372: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: The Theory of Evolution, SE p. 372: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 372: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Scientific Inference, SE/TE p. 373; Data Sheet, CRF p. 35; Answer Key, CRF p. 69: In this lab, students create and defend inferences about noodle pieces and a ball bearing. Reading Toolbox, SE p. 374: These reading tools help students learn the material in this chapter: Using Words, Using Language, Taking Notes.

Holt Biology, Chapter 16

SECTION 1 ­ Developing a Theory

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 375: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 375: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C A Theory to Explain Change over Time, SE p. 375: Students read this section and complete the Reading Check activity. Demonstration: They're All Related!, TE p. 375: Students how varieties of the same species could look so different. Darwin's Ideas from Experience, SE pp. 376-377: Students read this section and complete the Reading Check activity on p. 377. Teaching Key Ideas: Finch Adaptation, TE p. 376: Students describe how each finch's bill is adapted to the bird's diet. Teaching Key Ideas: Definition of Species, TE p. 377: Students learn that the ability to mate with each other is what defines a species. Why It Matters: Breeding, TE p. 377: Students learn about how breeding affects variety within species. Darwin's Ideas from Others, SE pp. 378-379: Students read this section and complete the Reading Check activity on p. 379. QuickLab: Two Kinds of Growth, SE/TE p. 378; Data Sheet, CRF p. 36; Answer Key, CRF p. 69: In this lab, students learn how the shape of the line indicates linear or exponential growth. Teaching Key Ideas: Lamarckian Inheritance, TE p. 379: Students learn that Lamarck theorized that when an organism uses a part of its body, that part becomes more developed as a result of its use. Reading Toolbox: Key-Term Fold, SE/TE p. 376: Students learn to write their own definition for the key terms in this section. Why It Matters: How the Tortoise Got Its Name , TE p. 376: Students learn how the Galápagos Islands were named for the large tortoises that inhabit this archipelago. Active Reading W orksheet, CRF pp. 7-8; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 66: Students complete the exercises in this worksheet to help them understand the material as they read the section.

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C C C Section 1 Review, SE p. 379: Assign Section Review questions for review. Formative Assessment, TE p. 379: Students answer questions about artificial selection. Quiz, CRF p. 22; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 16

SECTION 2 ­ Applying Darwin's Ideas

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 380: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 380: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C E E E O Evolution by Natural Selection, SE pp. 380-381: Students read this section and complete the Reading Check activity on p. 381. Teaching Key Ideas: Looks Like a Leaf, TE p. 380: Students learn the advantage of looking like a leaf. Teaching Key Ideas: Process of Natural Selection, TE p. 381: Students make a labeled diagram showing the process of natural selection using the species of their choice. Reading Toolbox: Hypothesis or Theory?, SE/TE p. 381: Students learn how Darwin's hypothesis has grown into a theory. What Darwin Explained, SE pp. 382-384: Students read this section and complete the Reading Check activities on pp. 383 and 384. Teaching Key Ideas: Fossil Evidence, TE p. 382: Students learn how scientists have collected a series of fossil skeletons to support evolutionary hypotheses. Teaching Key Ideas: Intermediate Forms, TE p. 382: Students learn how phylogenetic analysis shows that some mammals are more closely related than others. Reading Toolbox: Visual Literacy, TE p. 383: Students that the three birds illustrated in Figure 8 may have evolved from the same ancestral species. Teaching Key Ideas: W ing Structure, TE p. 384: Students learn about the adaptive bone structure of penguins. Evaluating Darwin's Ideas, SE p. 385: Students read this section and complete the Reading Check activity. Why It Matters: Extinct Organisms, TE p. 382: Students that scientists estimate that 99 percent of all animal and plant species that ever existed are now extinct. Reading Toolbox: Visual Literacy, TE p. 384: Students identify the homologous parts of each animal in figure 9. Active Reading W orksheet, CRF p. 9; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 66: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 385: Assign Section Review questions for review. Formative Assessment, TE p. 385: Students answer questions about Darwin's theory of evolution. Quiz, CRF p. 23; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 16

SECTION 3 ­ Beyond Darwinian Theory

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 386: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 386: Call students' attention to the chart at the top of this page.

Teach

C C C C E E O Darwin's Theory Updated and Studying Evolution at All Scales, SE pp. 386-389: Students read these sections and complete the Reading Check activity on p. 387. Why It Matters: Antibiotic-Resistant Bacteria, TE p. 386: Students learn that in the presence of antibiotics, a bacterium's DNA with a mutation that allows it to survive in the antibiotic environment, will reproduce and pass on the mutation. QuickLab: Selection Model, SE/TE p. 387; Data Sheet, CRF p. 37; Answer Key, CRF p. 69: In this lab, students model the process of natural selection. Teaching Key Ideas: Visual Literacy, TE p. 388: Students learn the moth and orchid in Figure 14 are examples of coevolution. Reading Toolbox: Taking Notes, SE/TE p. 389: Students complete their notes summarizing the major concepts from this chapter. Active Reading W orksheet, CRF p. 10; Answer Key, CRF pp. 66-67: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 66: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 389: Assign Section Review questions for review. Formative Assessment, TE p. 389: Students answer questions about macroevolution. Quiz, CRF p. 24; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 16

End of Chapter Review and Assessment

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Skills Practice: Chapter 16 Lab, Natural Selection Simulation, SE/TE pp. 390-391; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 38-56; Answer Keys, CRF pp. 69-70 Chapter 16 Review, SE/TE pp. 393-394 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 25-27, Chapter Text B (GENERAL) CRF pp. 28-30, or Chapter Test C (ADVANCED) CRF pp. 31-34; Answer Keys, CRF p. 68 Chapter Summary, SE p. 392: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: The Theory of Evolution, TE p. 392: Use these activities to reinforce Key Ideas from the chapter: Models, Crossword Study Tool. Evolution by Natural Selection, Virtual Investigations CD-ROM Vocabulary Review, CRF p. 11 (SPECIAL NEEDS) or CRF p. 12 (GENERAL); Answer Keys, CRF p. 67: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Applying Information, CRF pp. 13-14; Answer Key, CRF p. 67: Use this worksheet to review applying information. Skills W orksheet: Concept Mapping, CRF p. 18; Answer Key, CRF p. 67: Use this worksheet to have student map the theory of evolution by natural selection. Super Summary, TE p. 392 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 18-21; Answer Key, CRF pp. 67-68: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 395: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 16-17; Answer Key, CRF p. 67: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Comparing Limb Structure and Function, CRF pp. 57-59; Answer Key, CRF p. 70: Students compare the limbs of eight different animals, identify relationships between the structures, and look for evidence that these animals are related to one another. Supplemental Lab: Melanism in Insects, CRF pp. 60-65; Answer Key, CRF pp. 70-71: Students simulate how successfully predators locate prey in different environments. Then they relate changes in a population of beetles with two color variations to changes in the environment.

Holt Biology, Chapter 16

Holt Biology Homeschool Lesson Plans

Chapter 17 ­ Population Genetics and Speciation

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Chapter 17 Introduction, Section 1: Genetic Variation Section 2: Genetic Change Section 3: Speciation End of Chapter Review and Assessment

Activities suggested in the Chapter 17 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 396-419 · Chapter Resource Files (CRF) CD-ROM, Chapter 17, pp. 1-71 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 17: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 17

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 396: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Population Genetics, SE p. 396: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 396: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Normal Variation, SE/TE p. 397; Data Sheet, CRF pp. 37-38; Answer Key, CRF pp. 68-69: In this lab, students determine normal variation based on shoe sizes of students in the class. Reading Toolbox, SE p. 398: These reading tools help students learn the material in this chapter: Using Words, Using Language, Taking Notes.

Holt Biology, Chapter 17

SECTION 1 ­ Genetic Variation

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 399: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 399: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C E E E O Population Genetics, SE p. 399: Students read this section and complete the Reading Check activity. Demonstration: Observing Variation, TE p. 399: Students observe genetic variation exists within photos of animals. Phenotypic Variation, SE p. 400: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Human Heredity, TE p. 400: Students learn that the way most genes interact in polygenic traits is not well understood. Measuring Variation and Change, SE pp. 401-402: Students read this section and complete the Reading Check activities on pp. 401 and 402. Math Skills: Mean, Median, Mode, SE/TE p. 401: Students identify the mean, median, and mode for the data in the histogram. Teaching Key Ideas: Gene Pool, TE p. 401: Students review and apply the meaning of gene pool. Reading Toolbox: Visual Literacy, TE p. 402: Students relate the figure to the genotype-frequency equations. Why It Matters: Blood Types, TE p. 402: Students learn how allele frequencies in humans often differ among populations. Sources of Genetic Variation, SE p. 403: Students read this section and complete the Reading Check activity. QuickLab: Alleles: The Next Generation, SE/TE p. 403; Data Sheet, CRF p. 39; Answer Key, CRF p. 69: In this lab, students model the allele frequencies in a population over time. Reading Toolbox: Visual Literacy, TE p. 400: Students learn how a normal distribution is represented as a bell curve. Reading Toolbox: Everyday W ords in Science, SE/TE p. 401: Students learn that the word normal in science and math is often used to describe measurements that fit within a normal distribution. Active Reading W orksheet, CRF pp. 7-8; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 403: Assign Section Review questions for review. Formative Assessment, TE p. 403: Students answer questions about a gene pool. Quiz, CRF p. 25; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 17

SECTION 2 ­ Genetic Change

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 404: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 404: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C E E O Equilibrium and Change, SE pp. 404-405: Students read this section and complete the Reading Check activity on p. 405. Teaching Key Ideas: Allele Frequencies, TE p. 404: Students learn that polydactyly (extra fingers) in humans is caused by a dominant allele. Math Skills : Hardy-W einberg Equation, SE p. 405: Students learn that the sum of allele frequencies for any gene must equal 1. Teaching Key Ideas: p + q = 1, TE p. 405: Students learn that the Hardy-Weinberg equation applies to any trait, no matter how many alleles are involved. Sexual Reproduction and Evolution and Population Size and Evolution, SE p. 406: Students read these sections and complete the Reading Check activity. Teaching Key Ideas: The Founder Effect, TE p. 406: Students learn define of genetic drift called `the founder effect' and learn that it is similar to the effect of inbreeding or population size reduction. Why It Matters: Genetic Bottleneck, TE p. 406: Students learn how the cheetah is a species whose evolution has been seriously affected by genetic drift. Natural Selection and Evolution, SE pp. 407-408: Students read this section and complete the Reading Check activities on pp. 407 and 408. QuickLab: Genetic Risk Assessment, SE/TE p. 407; Data Sheet, CRF p. 40; Answer Key, CRF p. 69: In this lab, students learn how the Hardy-Weinberg equation can be used to predict the risk of genetic disorders in a population. Teaching Key Ideas: Changing Allele Frequency, TE p. 407: Students come up with scenarios that result in a change in the frequency of a particular allele. Teaching Key Ideas: Natural Selection and Phenotypes, TE p. 408: Students review the concept that natural selection operates on phenotypes and not genotypes. Patterns of Natural Selection, SE p. 409: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Visual Literacy, TE p. 409: Students test their understanding of Figure 10. Reading Toolbox: General Statements, SE/TE p. 408: Students learn to List possible exceptions to the statement "Natural selection removes unsuccessful phenotypes from a population." Active Reading W orksheet, CRF pp. 9-10; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Holt Biology, Chapter 17

C = Core Instruction

E = Enrichment Activities

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Close

C C C C C Section 2 Review, SE p. 409: Assign Section Review questions for review. Formative Assessment, TE p. 409: Students answer questions about genotypes and phenotypes. Why It Matters: W ild Laboratories, SE/TE p. 410: Students learn groups of related species have had similar patterns of evolution on the Galapagos islands. Reading Toolbox: Visual Literacy, TE p. 410: Students look closely at each specialist and point out the differences that might help each to survive in its environment. Quiz, CRF p. 26; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 17

SECTION 3 ­ Speciation

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 411: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 411: Call students' attention to the chart at the top of this page.

Teach

C C C C C C E E E E O Defining Species, SE p. 411: Students read this section and complete the Reading Check activity. Demonstration: Recognizing Subtle Differences , TE p. 411: Students learn how similar-looking species were identified in a guidebook. Forming New Species, SE pp. 412-413: Students read this section and complete the Reading Check activity on p. 413. Science Skills: Mating Activity of Frogs, TE p. 413: Students predict from the figure how reproductive isolation might result in different mating times of the original species. Extinction: The End of Species, SE p. 414: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Extinction Rate, TE p. 414: Students learn that scientists estimate that the extinction rate is now 100 to 10,000 times Earth's past average. Demonstration: Forming a New Species , TE p. 412: Students brainstorm and select an existing species and create a fictitious set of circumstances that would create divergence within the population, resulting in speciation. Reading Toolbox: Using W ords, TE p. 412: Students define students what the word 'net' means in everyday usage. Reading Toolbox: Outlining, SE/TE p. 413: Students learn to complete and outline for the chapter. Active Reading W orksheet, CRF pp. 11-12; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 66: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 414: Assign Section Review questions for review. Formative Assessment, TE p. 414: Students answer questions about species formation. Quiz, CRF p. 27; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 17

End of Chapter Review and Assessment

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Inquiry: Chapter 17 Lab, Genetic Drift, SE/TE p. 415; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 41-50; Answer Keys, CRF pp. 69-70 Chapter 17 Review, SE/TE pp. 417-418 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 28-29, Chapter Text B (GENERAL) CRF pp. 30-32, or Chapter Test C (ADVANCED) CRF pp. 33-36; Answer Keys, CRF p. 68 Chapter Summary, SE p. 416: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Population Genetics, TE p. 416: Use these activities to reinforce Key Ideas from the chapter: Allele Frequency, Hardy-Weinberg Principle, Classification Systems. Population Genetics, Virtual Investigations CD-ROM Vocabulary Review, CRF pp. 13-14 (SPECIAL NEEDS) or CRF pp. 15-16 (GENERAL); Answer Keys, CRF pp. 66-67: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Graphics, CRF pp. 17-18; Answer Key, CRF p. 67: Use this worksheet to review interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 19; Answer Key, CRF p. 67: Use this worksheet to have student map showing how genetic changes occur in populations. Super Summary, TE p. 416 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 22-24; Answer Key, CRF p. 67: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 419: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 20-21; Answer Key, CRF p. 67: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Determining Growth Rate, CRF pp. 54-64; Answer Key, CRF p. 70: Students examine and compare preserved specimens from the phylum Echinodermata (sea star, sea cucumber, sea dollar, and sea urchin) and the subphylums Urochordata (tunicate) and Cephalochordata (lancelet). Supplemental Lab: Using Random Sampling, CRF pp. 51-53; Answer Key, CRF p. 71: Students look at how data obtained by random sampling compare with data obtained by an actual count.

Holt Biology, Chapter 17

Holt Biology Homeschool Lesson Plans

Chapter 18 ­ Classification

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Chapter 18 Introduction, Section 1: The Importance of Classification Section 2: Modern Systematics Section 3: Kingdoms and Domains End of Chapter Review and Assessment

Activities suggested in the Chapter 18 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 420-443 · Chapter Resource Files (CRF) CD-ROM, Chapter 18, pp. 1-71 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 18: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 18

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 420: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Classification of Diversity, SE p. 420: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 420: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: W hat Is Your System?, SE/TE p. 421; Data Sheet, CRF p. 38; Answer Key, CRF p. 68: In this lab, students work as partners to develop and present a system of classification. Reading Toolbox, SE p. 422: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Science Graphics.

Holt Biology, Chapter 18

SECTION 1 ­ The Importance of Classification

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 423: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 423: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C E E E E O The Need for Systems, SE p. 423: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Differentiating Individuals, TE p. 423: Students think about how to differentiate between people with the same name. Scientific Nomenclature, SE p. 424: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Scientific Names, TE p. 424: Students learn to look for descriptive clues in scientific names. The Linnaean System, SE pp. 425-426: Students read this section and complete the Reading Check activity on p. 426. Teaching Key Ideas: A Changing System, TE p. 425: Students learn that the Linnaean system changes as scientists discover new information. Teaching Key Ideas: Reviewing Taxa, TE p. 425: Students learn that the term taxon applies to all categories. Why It Matters: Binomial Nomenclature , TE p. 424: Students learn that Swiss scientist Gaspard Bauhin pioneered the use of two-word names about 200 years before Linnaeus. Why It Matters: Naming Species , TE p. 425: Students learn that some names are given to honor people, and some names are deliberately playful. Reading Toolbox: Mnemonic Devices, SE/TE p. 426: Students learn to remember the eight taxonomic levels in their proper order using a mnemonic device. Active Reading W orksheet, CRF pp. 7-8; Answer Key, CRF pp. 65-66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 426: Assign Section Review questions for review. Formative Assessment, TE p. 426: Students answer questions about the Linnaean system. Quiz, CRF p. 26; Answer Key, CRF p. 67: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 18

SECTION 2 ­ Modern Systematics

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 427: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 427: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E E O Traditional Systematics, SE p. 427: Students read this section and complete the Reading Check activity. Demonstration: Using the Linnaean System , TE p. 427: Students learn that Linnaeus classified all living things into two groups--plants and animals. Phylogenetics and Cladistics, SE pp. 428-429: Students read these sections and complete the Reading Check activity on p. 429. Teaching Key Ideas: Dolphin Evolution, TE p. 428: Students learn that all phylogenies represent hypotheses and are subject to revision in light of new evidence. Teaching Key Ideas: Comparing Tools, TE p. 429: Students learn key difference between cladistics and Linnaean taxonomy is that cladistics allows for an infinite number of nested levels. Inferring Evolutionary Relatedness, SE pp. 430-431: Students read this section and complete the Reading Check activities on pp. 430 and 431. QuickLab: Cladogram Construction, SE/TE p. 430; Data Sheet, CRF p. 39; Answer Key, CRF p. 69: In this lab, students use a table of shared characters to construct a cladogram. Why It Matters: DNA Analysis , TE p. 430: Students learn that DNA analysis is changing some long-held beliefs about evolutionary relationships based on anatomical traits alone. Reading Toolbox: W ord Origins, SE/TE p. 429: Students learn to use word origins to analyze the meaning of the term cladogram. Active Reading W orksheet, CRF pp. 9-10; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 2 Review, SE p. 431: Assign Section Review questions for review. Formative Assessment, TE p. 431: Students answer questions about a cladogram. Why It Matters: New Species , SE/TE p. 432: Students learn that new species are "discovered" all of the time, all around the world. Reading Toolbox: Visual Literacy, TE p. 432: Students learn to research information about the animals shown. Quiz, CRF p. 27; Answer Key, CRF p. 67: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 18

SECTION 3 ­ Kingdoms and Domains

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 433: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 433: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E E E O Updating Classification Systems, SE p. 433: Students read this section and complete the Reading Check activity. Demonstration: Using the Linnaean System , TE p. 433: Students learn that Linnaeus classified all living things into two groups--plants and animals. The Three-Domain System, SE pp. 434-437: Students read this section and complete the Reading Check activities on pp. 435 and 437. Teaching Key Ideas: Relationships and Characteristics, TE p. 434: Students make comparisons between sets of characteristics in domains and kingdoms. Why It Matters: Alternate Classification, TE p. 434: Students learn how the Phylocode was developed to provide an alternative system for governing the application of both existing and newly proposed names for clades and species. QuickLab: Field Guides, SE/TE p. 435; Data Sheet, CRF p. 40; Answer Key, CRF p. 69: In this lab, students learn to use field guides. Teaching Key Ideas: Visual Literacy, TE p. 436: Students learn to differentiate among the lineages that lead to each of the six kingdoms. Reading Toolbox: Phylogenetic Tree, SE/TE p. 436: Students learn to compare the labels in phylogenetic tree to identify which groups are more closely related. Math Skills: Average Bacterial Cell, TE p. 435: Students calculate the size of an average bacterial cell. Demonstration: Observing Protists , TE p. 436: Students learn to compare their observations of protists with the characteristics of plants and animals. Active Reading W orksheet, CRF pp. 11-12; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 437: Assign Section Review questions for review. Formative Assessment, TE p. 437: Students answer questions about fungi. Quiz, CRF p. 28; Answer Key, CRF p. 67: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 18

End of Chapter Review and Assessment

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Skills Practice: Chapter 18 Lab, Dichotomous Keys, SE/TE pp. 438-439; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 41-52; Answer Keys, CRF pp. 69-70 Chapter 18 Review, SE/TE pp. 441-442 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 29-30, Chapter Text B (GENERAL) CRF pp. 31-33, or Chapter Test C (ADVANCED) CRF pp. 34-37; Answer Keys, CRF p. 68 Chapter Summary, SE p. 440: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Classification of Diversity, TE p. 440: Use these activities to reinforce Key Ideas from the chapter: Scientific Names, Cladograms, Classification Systems. Using a Key to Classify, Virtual Investigations CD-ROM Vocabulary Review, CRF p. 13 (SPECIAL NEEDS) or CRF pp. 14-15 (GENERAL); Answer Keys, CRF p. 66: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Graphics, CRF pp. 16-17; Answer Key, CRF pp. 66-67: Use this worksheet to review interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 18; Answer Key, CRF p. 67: Use this worksheet to have student map the classification of organisms. Super Summary, TE p. 440 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 22-25; Answer Key, CRF p. 67: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 443: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 19-21; Answer Key, CRF p. 67: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Analyzing Amino-Acid Sequences, CRF pp. 53-59; Answer Key, CRF p. 70: Students determine the differences in the amino-acid sequences of the molecules and deduce the evolutionary relationships among the vertebrates. Supplemental Lab: Identifying Unknown Organisms, CRF pp. 60-64; Answer Key, CRF p. 71: Students observe a variety of unicellular organisms and then design a procedure to place an unknown unicellular organism in its correct kingdom.

Holt Biology, Chapter 18

Holt Biology Homeschool Lesson Plans

Chapter 19 ­ History of Life on Earth

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Chapter 19 Introduction, Section 1: How Did Life Begin? Section 2: The Age of Earth Section 3: Evolution of Life End of Chapter Review and Assessment

Activities suggested in the Chapter 19 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 444-465 · Chapter Resource Files (CRF) CD-ROM, Chapter 19, pp. 1-56 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 19: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 19

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 444: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: History of Life on Earth, SE p. 444: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 444: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Logical Order, SE/TE p. 445; Data Sheet, CRF p. 32; Answer Key, CRF p. 55: In this lab, students reassemble patterns on note cards into relative order to reveal a longer sequence of patterns. Reading Toolbox, SE p. 446: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Science Graphics.

Holt Biology, Chapter 19

SECTION 1 ­ How Did Life Begin?

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 447: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 447: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C E E O The Basic Chemicals of Life, SE p. 447: Students read this section and complete the Reading Check activity. Demonstration: First Billion Years, TE p. 447: Students learn to visualize the concept of 1 billion. (Please note that one billion dollars would require 10 million $100 bills.) Life's Building Blocks and The First Cells, SE pp. 448-449: Students read these sections and complete the Reading Check activity on p. 449. Teaching Key Ideas: Pass the Salt, TE p. 448: Students learn that early oceans were probably similar in composition to modern freshwater lakes. Teaching Key Ideas: Cell Structure, TE p. 448: Students review the parts of a cell and the types of molecules that make up these structures. Teaching Key Ideas: First Hereditary Molecule, TE p. 449: Students learn how viral RNA, when released into a host cell, is used as a template to then make DNA. Reading Toolbox: Process Chart, SE/TE p. 449: Students learn to use a process chart to understand the hypothesis about how proteins were created. Why It Matters: Space Science , TE p. 448: Students discuss new fields of study that might arise from exploration of the planets in our solar system. Active Reading W orksheet, CRF p. 7; Answer Key, CRF p. 52: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 52: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 449: Assign Section Review questions for review. Formative Assessment, TE p. 449: Students answer questions about hydrothermal vents. Quiz, CRF p. 22; Answer Key, CRF p. 54: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 19

SECTION 2 ­ The Age of Earth

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 450: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 450: Call students' attention to the chart at the top of this page.

Teach

C C C C C C E E E O The Fossil Record and Analyzing Fossil Evidence, SE pp. 450-452: Students read these sections and complete the Reading Check activity on p. 451. Teaching Tip: Not Always Simple to Complex, TE p. 451: Students learn that the idea that evolution results in progress or improvement is a misconception. Trends in Paleontology: Behavioral Evidence for Evolution, TE p. 451: Students learn that the finding of brooding behavior, characteristic of birds, supports the hypothesis that birds share a common ancestor with dinosaurs. QuickLab: Radioactive Decay, SE/TE p. 452; Data Sheet, CRF p. 33; Answer Key, CRF p. 55: In this lab, students use pennies to model radioactive decay. Describing Geologic Time, SE p. 453: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Geologic Time Scale, TE p. 453: Students learn that the geologic time scale is a scientific model. Demonstration: Fossils, TE p. 450: Students learn to observe fossils. Reading Toolbox: W ord Parts, SE/TE p. 451: Students learn that paleontologist means "one who studies ancient times." Active Reading W orksheet, CRF pp. 8-9; Answer Key, CRF p. 53: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 52: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 453: Assign Section Review questions for review. Formative Assessment, TE p. 453: Students answer questions about relative dating. Quiz, CRF p. 23; Answer Key, CRF p. 54: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 19

SECTION 3 ­ Evolution of Life

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 454: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 454: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C E E E E O Precambrian Time, Paleozoic Era, and Mesozoic and Cenozoic Eras, SE pp. 454459: Students read these sections and complete the Reading Check activity on p. 457. Teaching Key Ideas: Earth's Changing Atmosphere, TE p. 455: Students learn compare the changes in the early atmosphere of Earth with the changes that are occurring in the atmosphere today. Teaching Key Ideas: Endosymbiosis, TE p. 456: Students learn that 'endosymbiosis' refers to any symbiotic relationship in which one organism lives inside another. QuickLab: Timeline of Earth, SE/TE p. 457; Data Sheet, CRF pp. 34-35; Answer Key, CRF p. 55: In this lab, students calculate their own timeline of Earth's history. Teaching Key Ideas: Extinct Organisms, TE p. 457: Students learn that scientists estimate that more than 99 percent of all species that ever existed are now extinct. Trends in Paleontology: Oldest Multicellular Fossils?, SE p. 457: Students learn that scientists have discovered fossilized organisms in 1.7-billion-year-old rocks. Teaching Key Ideas: Cambrian Explosion, TE p. 458: Students learn that the diversity of multicellular organisms expanded rapidly during the period known as the "Cambrian explosion." Teaching Key Ideas: Hard As a Rock, TE p. 458: Students learn that as life emerged from the water, living things were faced with new environments to which they had to adapt. Teaching Key Ideas: Dinosaur Success, TE p. 459: Students review and discuss the mass extinction of the dinosaurs, and their relative evolutionary success. Demonstration: Earth's Timeline, TE p. 454: Students learn about the timeline of Earth's history. Reading Toolbox: Describing Time, SE/TE p. 455: Students look for references to time in this section, and construct a table of their meanings. Why It Matters: Effects of UV Radiation, TE p. 455: Students learn that ultraviolet (UV) radiation can be very damaging to their health. Active Reading W orksheet, CRF pp. 10-11; Answer Key, CRF p. 53: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 52: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 3 Review, SE p. 459: Assign Section Review questions for review. Formative Assessment, TE p. 459: Students answer questions about amphibians Why It Matters: Nearing the End , SE/TE p. 460: Students learn about what may have caused the mass extinction of the dinosaurs. Reading Toolbox: Visual Literacy, TE p. 460: Students compare the image in the figure to how Earth looks today. Quiz, CRF p. 24; Answer Key, CRF p. 54: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 19

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E

O

O O O O

O

Skills Practice: Chapter 19 Lab, Model of Rock Strata, SE/TE p. 461; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 36-42; Answer Keys, CRF pp. 55-56 Chapter 19 Review, SE/TE pp. 463-464 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 25-26, Chapter Text B (GENERAL) CRF pp. 27-28, or Chapter Test C (ADVANCED) CRF pp. 29-31; Answer Keys, CRF pp. 54-55 Chapter Summary, SE p. 462: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: History of Life on Earth, TE p. 462: Use these activities to reinforce Key Ideas from the chapter: Miller-Urey Apparatus, Evolution of Life. Vocabulary Review, CRF p. 12 (SPECIAL NEEDS) or CRF p. 13 (GENERAL); Answer Keys, CRF p. 53: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Graphics, CRF pp. 14-15; Answer Key, CRF p. 53: Use this worksheet to review interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 16; Answer Key, CRF p. 53: Use this worksheet to have student map the evolution of early life-forms. Super Summary, TE p. 462 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 19-21; Answer Key, CRF p. 54: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 465: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 17-18; Answer Key, CRF p. 54: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Analyzing Adaptations: Living on Land, CRF pp. 43-46; Answer Key, CRF p. 56: Students identify the features of aquatic and terrestrial specimens that are adaptations for living on land. Supplemental Lab: Determining the Age of Artifacts Using C-14, CRF pp. 47-51; Answer Key, CRF p. 56: Students determine the ages of various organic artifacts by comparing the amounts of carbon-14 remaining in those artifacts with the amounts that were initially present in them.

Holt Biology, Chapter 19

Holt Biology Homeschool Lesson Plans

Unit 6 Microbes

Chapter 20 ­ Bacteria and Viruses

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Unit 6 and Chapter 20 Introduction, Section 1: Bacteria Section 2: Viruses Section 3: Bacteria, Viruses, and Humans End of Chapter Review and Assessment

Activities suggested in the Chapter 20 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 466-493 · Chapter Resource Files (CRF) CD-ROM, Chapter 20, pp. 1-72 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 20: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Unit 6 and Chapter 20

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C C C E

Discoveries in Science: Microbiology, SE p. 466B: Have students read and discuss the timeline as an introduction to the unit. Biology Career, SE p. 467: Have students read about and discuss the career of Linda Gaul, an epidemiologist. Reading Toolbox: Assessing Prior Knowledge, TE p. 468: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Bacteria and Viruses, SE p. 468: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 468: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Bacterial Observation, SE/TE p. 469; Data Sheet, CRF p. 36; Answer Key, CRF p. 70: In this lab, students use a compound light microscope to observe prepared slides of bacteria. Reading Toolbox, SE p. 470: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Science Graphics.

Holt Biology, Chapter 20

SECTION 1 ­ Bacteria

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 471: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 471: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E E O What Are Prokaryotes? and Bacterial Structure, SE pp. 471-473: Students read these sections and complete the Reading Check activity on p. 472. Teaching Key Ideas: Harmful and Helpful Bacteria, TE p. 471: Students learn how bacteria are beneficial and harmful. Teaching Key Ideas: Peptidoglycan, TE p. 472: Students learn that the cell wall is involved in many pathogenic properties of bacteria. Up Close: Bacteria, SE/TE p. 473: Students learn about E. coli, motile and nonmotile bacteria. Obtaining Energy and Nutrients and Reproduction and Adaptation, SE pp. 474475: Students read these sections. QuickLab: Model Bacterial Growth, SE/TE p. 474; Data Sheet, CRF p. 37; Answer Key, CRF p. 70: In this lab, students estimate how many bacteria are present in a population if you know the growth rate of bacteria and how much time has passed. Why It Matters: Nitrogen-Fixing Bacteria, TE p. 474: Students observe the figure, and discuss what would happen if all nitrogen- fixing bacteria were eliminated. Teaching Key Ideas: CSI Bacteria?, TE p. 475: Students learn that forensic genomics can help researchers track natural pathogens. Why It Matters: Food Poisoning , TE p. 473: Students learn that symptoms of E. coli O157:H7 food poisoning include bloody diarrhea and kidney failure. Active Reading W orksheet, CRF pp. 6-7; Answer Key, CRF p. 67: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 67: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 475: Assign Section Review questions for review. Formative Assessment, TE p. 475: Students answer questions about chemoautotrophs. Quiz, CRF p. 23; Answer Key, CRF p. 69: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 20

SECTION 2 ­ Viruses

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 476: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 476: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E E E O Is a Virus Alive? and Viral Structure, SE pp. 476-477: Students read these sections and complete the Reading Check activity on p. 477. Demonstration: Viral Characteristics, TE p. 476: Students learn about the typical shape of a virus, and discuss whether it is alive or not. Teaching Key Ideas: Viral Structure, TE p. 477: Students learn about the two important parts of a virus: the capsid (made of protein) and the nucleic acid (RNA or DNA). Reproduction and Viroids and Prions, SE pp. 478-480: Students read these sections. Teaching Key Ideas: Capsid Proteins, TE p. 478: Students learn that only a few different kinds of proteins are found in a viral capsid, and that one gene can code all of the capsid components. Reading Toolbox: Process Chart, SE/TE p. 478: Students learn to summarize the information in the figure. Up Close: HIV Reproduction, SE/TE p. 479: Students learn about the process of HIV and AIDS reproduction. QuickLab: How Small Are Nanometers?, SE/TE p. 480; Data Sheet, CRF p. 38; Answer Key, CRF p. 70: Students represent a model comparing a millimeter to a nanometer. Why It Matters: Plant Viruses, TE p. 477: Students learn about how plants from the same family are vulnerable to the same viral diseases. Math Skills : Viral Reproduction, TE p. 478: Students learn that a single virus that infects a bacterial cell can produce about 100 new viruses in 20 minutes, and calculate the rate for 1 hour. Active Reading W orksheet, CRF pp. 8-9; Answer Key, CRF p. 68: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 67: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 480: Assign Section Review questions for review. Formative Assessment, TE p. 480: Students answer questions about virus anatomy. Quiz, CRF p. 24; Answer Key, CRF p. 69: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 20

SECTION 3 ­ Bacteria, Viruses, and Humans

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 481: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 481: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C E E E E O Roles of Bacteria and Viruses and Koch's Postulates and Disease Transmission, SE pp. 481-482: Students read these sections and complete the Reading Check activity on p. 482. Why It Matters: Spread of Disease to Isolated Communities, TE p. 482: Students learn that isolated communities are at particular risk of epidemics when outsiders visit. Reading Toolbox: Cause and Effect, SE/TE p. 483: Students list all of the diseases discussed in this section, indicating the pathogen that causes the disease, and whether the pathogen is a bacterium or a virus. Teaching Key Ideas, Preventing Antibiotic Resistance, TE p. 484: Students learn antibiotic resistance is one of the world's most pressing public health problems. Bacterial Diseases and Antibiotic Resistance, SE pp. 483-484: Students read these sections. Why It Matters: Influenza, TE p. 485: Students learn that influenza has been perhaps the most lethal viral disease in human history. QuickLab: Emergence of Bird Flu, SE/TE p. 486; Data Sheet, CRF p. 39; Answer Key, CRF p. 70: In this lab, students observe data and discuss the recent emergence of bird flu. Demonstration: Yogurt , TE p. 481: Students observe the bacteria that change milk into yogurt. Teaching Key Ideas: Current Infections, TE p. 483: Students create a class information center, where they can post the latest information about research, outbreaks, controversies, and other details about the diseases. Why It Matters: Bacterial Toxins, TE p. 483: Students learn that bacterial toxins can be used for medical purposes. Active Reading W orksheet, CRF p. 10; Answer Key, CRF p. 68: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF p. 5; Answer Key, CRF p. 67: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 3 Review, SE p. 486: Assign Section Review questions for review. Formative Assessment, TE p. 486: Students answer questions about how E. coli helps humans. Why It Matters: Tiny Terrors, SE/TE p. 487: Students learn about biological weapons. Reading Toolbox: Visual Literacy, TE p. 487: Students learn to identify some of the measures that are taken to protect against biological weapons. Quiz, CRF p. 25; Answer Key, CRF p. 69: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 20

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E

E E E E

O

O O O O

O

Skills Practice: Chapter 20 Lab, Bacterial Staining, SE/TE pp. 488-489; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 40-54; Answer Keys, CRF p. 71 Chapter 20 Review, SE/TE pp. 491-492 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 26-28, Chapter Text B (GENERAL) CRF pp. 29-31, or Chapter Test C (ADVANCED) CRF pp. 32-35; Answer Keys, CRF pp. 69-70 Chapter Summary, SE p. 490: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Bacteria and Viruses, TE p. 96: Use these activities to reinforce Key Ideas from the chapter: Bacterial Reproduction, Viral Structure, Bacterial and Viral Diseases. Vocabulary Review, CRF pp. 11-12 (SPECIAL NEEDS) or CRF pp. 13-14 (GENERAL); Answer Keys, CRF p. 68: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Graphics, CRF pp. 15-16; Answer Key, CRF p. 68: Use this worksheet to review interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 17; Answer Key, CRF p. 68: Use this worksheet to have student map the characteristics of bacteria. Super Summary, TE p. 490 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 20-22; Answer Key, CRF p. 69: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 493: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 18-19; Answer Key, CRF p. 68: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Gram Staining of Bacteria, CRF pp. 55-63; Answer Key, CRF p. 72: Students learn the Gram-stain technique by testing known samples of Gram-positive and Gram-negative bacteria. Then they perform the Gram stain on cultures of unknown bacteria. Supplemental Lab: Modeling Viruses, CRF pp. 64-66; Answer Key, CRF p. 72: Students make three-dimensional models of different types of viruses. They then compare the sizes of the models to the sizes of the viruses they represent.

Holt Biology, Chapter 20

Holt Biology Homeschool Lesson Plans

Chapter 21 ­ Protists

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Chapter 21 Introduction, Section 1: Characteristics of Protists Section 2: Groups of Protists Section 3: Protists and Humans End of Chapter Review and Assessment

Activities suggested in the Chapter 21 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 494-517 · Chapter Resource Files (CRF) CD-ROM, Chapter 21, pp. 1-71 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 21: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 21

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C

E

Reading Toolbox: Assessing Prior Knowledge, TE p. 494: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Protists, SE p. 494: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 494: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Pond-W ater W orld, SE/TE p. 495; Data Sheet, CRF p. 32; Answer Key, CRF p. 68: In this lab, students use a compound light microscope to observe a community of protists within drop of water. Reading Toolbox, SE p. 496: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Graphic Organizers.

Holt Biology, Chapter 21

SECTION 1 ­ Characteristics of Protists

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 497: Read about the focus of this section. Key Ideas, Key Terms, Why It Matters, SE p. 497: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C E E E O What Are Protists?, SE p. 497: Students read this section and complete the Reading Check activity. Teaching Key Ideas: How Do Protists Evolve?, TE p. 497: Students learn what characteristics of an organism can help ensure the survival of its genes in the next generation. Reproduction and Classifying Protists, SE pp. 498-500: Students read these sections and complete the Reading Check activity on p. 499. Why It Matters: Pond Scum, TE p. 498: Students learn about pollution of fresh water can lead to a proliferation of green algae known as pond scum. Math Skills: Binary Fission, TE p. 498: Students learn that binary fission allows organisms to reproduce quickly and results in large numbers of offspring because reproduction occurs exponentially. Teaching Key Ideas: Demonstration, TE p. 499: Students compare algae growth in the presence of nitrogen. Reading Toolbox: W ord Origins, SE/TE p. 499: Students learn to propose their own definitions for sporophyte and gametophyte based on the word root "phyte." Why It Matters: Anton van Leeuwenhoek , TE p. 498: Students learn that first person to describe microorganisms was a Dutch cloth merchant named Anton van Leeuwenhoek. Teaching Key Ideas: Based on Appearance, TE p. 500: Students learn that classifying protists based on appearance would be similar to assuming that all the students in a group with the same hair color are related. Active Reading W orksheet, CRF pp. 6-7; Answer Key, CRF pp. 65-66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF p. 1; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 500: Assign Section Review questions for review. Formative Assessment, TE p. 500: Students answer questions about the classification of organisms. Quiz, CRF p. 21; Answer Key, CRF p. 67: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 21

SECTION 2 ­ Groups of Protists

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 501: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 501: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C E E E E O Grouping Protists, SE p. 501: Students read this section and complete the Reading Check activity. Animal-like Protists, SE pp. 502-503: Students read this section and complete the Reading Check activity on p. 502. Why It Matters: Animal Cells, TE p. 502: Students learn about that animal-like protist cells are very similar to animal cells and contain many of the same organelles. Teaching Key Ideas: Amoebas, TE p. 502: Students learn the general characteristics of the amoeba, nucleus and means of locomotion. Up Close: Protists, SE/TE p. 503: Students learn about Paramecia. Plantlike Protists and Funguslike Protists, SE pp. 504-506: Students read these sections and complete the Reading Check activity on p. 504. Reading Toolbox: General Statements, SE/TE p. 504: Students write a general statement that describes plantlike protests, and then find two exceptions. Teaching Key Ideas: Euglenoids, TE p. 504: Students review the figure, and explain exceptions to the generalization that euglenoids are plantlike. QuickLab: Diatom Observation, SE/TE p. 505; Data Sheet, CRF p. 33; Answer Key, CRF p. 68: In this lab, students learn about diatomaceous earth. Teaching Key Ideas: Summary Table, TE p. 506: Students learn make a table that summarizes the funguslike protists discussed in this section. Demonstration: Comparing Algae, TE p. 501: Students learn to examine the algae and compare their characteristics. Why It Matters: Diatoms and Dynamite , TE p. 504: Students learn about nitroglycerin. Teaching Key Ideas: Algae Products, TE p. 505: Students keep a tally of algae-derived products they eat or use in one week. Active Reading W orksheet, CRF p. 8; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 2-3; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 506: Assign Section Review questions for review. Formative Assessment, TE p. 506: Students answer questions about diatoms. Quiz, CRF p. 22; Answer Key, CRF p. 67: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 21

SECTION 3 ­ Protists and Humans

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 507: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 507: Call students' attention to the chart at the top of this page.

Teach

C C C C C C E E E E O Protists and Disease, SE pp. 507-509: Students read this section and complete the Reading Check activity on p. 507. Teaching Key Ideas: Protection from Protists, TE p. 507: Students write a short paragraph about how they would protect themselves from diseases caused by protists. Why It Matters: Protist Plague, SE/TE p. 509: Students learn about malaria. Protists and the Environment and Protists and Industry, SE pp. 510-511: Students read these sections and complete the Reading Check activity on p. 510. Teaching Key Ideas: Red Tides, TE p. 510: Students learn that the toxic substance produced by the dinoflagellate responsible for "red tides" can kill consumers of the algae. QuickLab: Everyday Algae, SE/TE p. 511; Data Sheet, CRF p. 34; Answer Key, CRF p. 68: In this lab, students learn that many everyday products contain algae. Reading Toolbox: W ord Origins, SE/TE p. 508: Students learn why Cryptosporidium is a good name for this organism. Teaching Key Ideas: Disease Outbreaks, TE p. 508: Students research to find examples of recent disease outbreaks. Why It Matters: Importance of Coral Reefs, TE p. 510: Students learn that coral reefs are an essential ocean habitat, and in danger due to human activity. Active Reading W orksheet, CRF pp. 9-10; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 4-5; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 511: Assign Section Review questions for review. Formative Assessment, TE p. 511: Students answer questions about Trypanosoma cruzi. Quiz, CRF p. 23; Answer Key, CRF p. 67: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 21

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E E

O

O O O O

O

Inquiry: Chapter 21 Lab, Protistan Responses to Light, SE/TE pp. 512-513; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 35-50; Answer Keys, CRF pp. 69-70 Chapter 21 Review, SE/TE pp. 515-516 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 24-26, Chapter Text B (GENERAL) CRF pp. 27-28, or Chapter Test C (ADVANCED) CRF pp. 29-31; Answer Keys, CRF pp. 67-68 Chapter Summary, SE p. 514: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Protists, TE p. 514: Use these activities to reinforce Key Ideas from the chapter: Concept Map, Making a Table, Comparisons. Comparing Protists, Virtual Investigations CD-ROM Vocabulary Review, CRF pp. 11-12 (SPECIAL NEEDS) or CRF p. 13 (GENERAL); Answer Keys, CRF p. 66: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Classifying, CRF p. 14; Answer Key, CRF p. 66: Use this worksheet to review classifying. Skills W orksheet: Concept Mapping, CRF p. 15; Answer Key, CRF p. 66: Use this worksheet to have student map the characteristics of protists. Super Summary, TE p. 514 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 18-20; Answer Key, CRF p. 67: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 517: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 16-17; Answer Key, CRF p. 67: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Protists-- A Comparison, CRF pp. 51-58; Answer Key, CRF pp. 7071: Students examine and compare representatives of three groups of protists: Sarcodina (Amoeba), Ciliophora (Paramecium), Euglenophyta (Euglena). Supplemental Lab: Slowing the Movement of Protozoans, CRF pp. 59-64; Answer Key, CRF p. 71: Students observe the movements of protozoans and test several dilutions of a protist-slowing agent to determine the lowest concentration that is effective for identifying protozoans.

Holt Biology, Chapter 21

Holt Biology Homeschool Lesson Plans

Chapter 22 ­ Fungi

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Chapter 22 Introduction, Section 1: Characteristics of Fungi Section 2: Groups of Fungi Section 3: Fungi and Humans End of Chapter Review and Assessment

Activities suggested in the Chapter 22 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 518-537 · Chapter Resource Files (CRF) CD-ROM, Chapter 22, pp. 1-66 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 22: · · · · Overview Chapter Correlations Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 22

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C

E

Reading Toolbox: Assessing Prior Knowledge, TE p. 518: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Fungi, SE p. 518: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 518: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Mushroom Dissection, SE/TE p. 518; Data Sheet, CRF p. 33; Answer Key, CRF p. 64: In this lab, students dissect a mushroom and use a magnifying lens to observe the parts of the mushroom. Reading Toolbox, SE p. 78: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Graphic Organizers.

Holt Biology, Chapter 22

SECTION 1 ­ Characteristics of Fungi

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 521: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 521: Call students' attention to the chart at the top of this page.

Teach

C C C C C E E O What Are Fungi?, Structure and Function, and Reproduction, SE pp. 521-523: Students read these sections and complete the Reading Check activity on p. 523. Demonstration: Bread Mold, TE p. 521: Students learn what conditions promote mold growth. Teaching Key Ideas: Spore Prints, TE p. 522: Students identify the structures of the mushroom. QuickLab: Mold, SE/TE p. 523; Data Sheet, CRF p. 34; Answer Key, CRF p. 64: In this lab, students observe the individual threads of cells that make up the body of a fungus. Reading Toolbox: Comparisons, SE/TE p. 523: Students compare and contrast sexually and asexually produced spores. Why It Matters: Fungi and Society , TE p. 522: Students make a list of harmful fungi and another list of beneficial fungi. Active Reading W orksheet, CRF pp. 7-8; Answer Key, CRF p. 62: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 61: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 523: Assign Section Review questions for review. Formative Assessment, TE p. 523: Students answer questions about hyphae. Quiz, CRF p. 21; Answer Key, CRF p. 63: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 22

SECTION 2 ­ Groups of Fungi

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 524: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 524: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C E E O Chytrid Fungi, SE p. 524: Students read this section and complete the Reading Check activity. Why It Matters: Amphibian Deaths, TE p. 524: Students learn about that one species of chytrid fungus, Batrachochytrium dendrobatidis, is one of the biggest threats facing amphibian species survival worldwide. Zygote Fungi, SE p. 525: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Zygosporangia, TE p. 525: Students observe images of zygosporangia and provide an advantage for fungi. Math Skills : Spore Velocity, TE p. 525: Students calculate the time it would take a zygomycete Pilobolus spore to travel 2m. Sac Fungi, SE p. 526: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Conidiophores, TE p. 526: Students compare the life cycles of sac fungi and zygote fungi. Why It Matters : Ascomycota, TE p. 526: Students learn that ascomycetes cause many plant diseases, but also contribute to human health. Reading Toolbox: Process Chart, SE p. 526: Students draw the steps of the life cycle of sac fungi. Club Fungi and Fungal Partnerships, SE pp. 527-528: Students read these sections and complete the Reading Check activity on p. 527. Teaching Key Ideas: Sac and Club Fungi, TE p. 527: Students compare and contrast the structures of sac and club fungi. Teaching Key Ideas: Eating Mushrooms, TE p. 527: Students learn that contrary to popular belief, poisonous mushrooms cannot be discerned by a quick test. Teaching Key Ideas: Lichens, TE p. 528: Students identify the parts of a lichen. Teaching Key Ideas: Using Field Guides, TE p. 527: Students use field guides to identify the phyla of mushroom specimens. Active Reading W orksheet, CRF p. 9; Answer Key, CRF p. 62: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 61: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 528: Assign Section Review questions for review. Formative Assessment, TE p. 528: Students answer questions about chytrid fungi. Quiz, CRF p. 22; Answer Key, CRF p. 63: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 22

SECTION 3 ­ Fungi and Humans

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 529: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 529: Call students' attention to the chart at the top of this page.

Teach

C C C C C C E E E O O Fungi and Industry, SE p. 529: Students read this section. Demonstration: Mushrooms as Food , TE p. 529: Students research the uses of culinary mushrooms. Fungi and the Ecosystem, SE p. 530: Students read this section and complete the Reading Check activity. QuickLab: Fungal Factor, SE/TE p. 530; Data Sheet, CRF pp. 35-36; Answer Key, CRF p. 64: In this lab, students observe the differences in growth between seedlings in sterilized vs. nonsterilized soil. Teaching Key Ideas: Composting, TE p. 530: Students learn that compost piles are composed of layers of soil and organic wastes. Fungi and Disease, SE p. 531: Students read this section. Why It Matters: Lichens, TE p. 530: Students learn about that lichens are particularly susceptible to changes in the environment, as well as an important part of the food chain. Reading Toolbox: W ord Parts, SE/TE p. 531: Students learn why the prefix `histo' might be part of an appropriate name for a fungal disease. Active Reading W orksheet, CRF p. 10; Answer Key, CRF p. 62: Students read a passage related to the section topic and answer questions. Why It Matters: Career Development, TE p. 529: Students discuss the importance of fungi in the industry and how the fungi are cultivated for industrial use. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 61: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 3 Review, SE p. 531: Assign Section Review questions for review. Formative Assessment, TE p. 531: Students answer questions about smut. Why It Matters : W itches or Fungi?, SE/TE p. 532: Students learn about how scientists have theorized that ergotism occurred at many points in history, including the Salem Witch Trials. Reading Toolbox: Visual Literacy, TE p. 532: Students learn to that sclerotia are fruiting bodies that are part of a fungal system which infects certain grains. Quiz, CRF p. 23; Answer Key, CRF p. 63: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 22

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E

O

O O O

O

O

Inquiry: Chapter 22 Lab, Yeast and Fermentation, SE/TE p. 533; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 37-45; Answer Keys, CRF p. 65 Chapter 22 Review, SE/TE pp. 535-536 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 24-26, Chapter Text B (GENERAL) CRF pp. 27-28, or Chapter Test C (ADVANCED) CRF pp. 29-32; Answer Keys, CRF pp. 63-64 Chapter Summary, SE p. 534: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Fungi, TE p. 534: Use these activities to reinforce Key Ideas from the chapter: Characteristics of Fungi, Fungi Classification, Roles of Fungi. Vocabulary Review, CRF pp. 11-12 (SPECIAL NEEDS) or CRF p. 13 (GENERAL); Answer Keys, CRF p. 62: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Classifying, CRF p. 14; Answer Key, CRF p. 62: Use this worksheet to review classifying. Skills W orksheet: Concept Mapping, CRF p. 15; Answer Key, CRF p. 62: Use this worksheet to have student map the characteristics of fungi. Super Summary, TE p. 534 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 18-20; Answer Key, CRF p. 63: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 537: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 16-17; Answer Key, CRF p. 63: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Best Food for Yeast, CRF pp. 46-54; Answer Key, CRF pp. 65-66: Students use different sugars to test how well one kind of yeast carries out fermentation. They use a CO2 gas sensor to measure the amount of carbon dioxide produced during fermentation. Supplemental Lab: Exploring Fungi, CRF pp. 55-60; Answer Key, CRF p. 66: Students examine and compare specimens from the four fungi phyla.

Holt Biology, Chapter 22

Holt Biology Homeschool Lesson Plans

Unit 7 Plants

Chapter 23 ­ Plant Diversity and Life Cycles

Pacing Guide Days 1 & 2 Day 3 Day 4 Day 5 Days 6 & 7 Unit 2 and Chapter 23 Introduction, Section 1: Introduction to Plants Section 2: Seedless Plants Section 3: Seed Plants Section 4: Flowering Plants End of Chapter Review and Assessment

Activities suggested in the Chapter 23 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 538-569 · Chapter Resource Files (CRF) CD-ROM, Chapter 23, pp. 1-85 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 23: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Unit 7 and Chapter 23

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C C C E

Discoveries in Science: Plants, SE p. 538B: Have students read and discuss the timeline as an introduction to the unit. Biology Career, SE p. 539: Have students read about and discuss the career of David Haig, an evolutionary biologist. Reading Toolbox: Assessing Prior Knowledge, TE p. 540: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Plant Diversity and Life Cycles, SE p. 540: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 540: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Plant Cells, SE/TE p. 541; Data Sheet, CRF p. 45; Answer Key, CRF pp. 82-83: In this lab, students use the see-through layers of onion skin to observe plant cells. Reading Toolbox, SE p. 542: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Science Graphics.

Holt Biology, Chapter 23

SECTION 1 ­ Introduction to Plants

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 543: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 543: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C E E O What Is a Plant?, SE p. 543: Students read this section and complete the Reading Check activity. Establishment of Plants on Land, SE pp. 544-545: Students read this section and complete the Reading Check activity on p. 545. Teaching Key Ideas: Tall Tendencies, TE p. 544: Students discuss advantages and traits of tall trees. Teaching Key Ideas: Survival on Land, TE p. 544: Students name three factors that are important for the survival of an organism on land. Teaching Key Ideas: Evolution of Plants, TE p. 544: Students review the evolutionary cladogram of plants. QuickLab: Cuticle Modeling, SE/TE p. 545; Data Sheet, CRF p. 46; Answer Key, CRF p. 83: In this lab, students model how a plant's cuticle helps to restrict the flow of water out of living tissues. Plant Life Cycles, SE p. 546: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Gardening and Landscaping Plants, TE p. 543: Students compare samples of plants, and develop advertisement posters. Active Reading W orksheet, CRF pp. 12-13; Answer Key, CRF p. 79: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 78: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 546: Assign Section Review questions for review. Formative Assessment, TE p. 546: Students answer questions about alternation of generations. Quiz, CRF p. 32; Answer Key, CRF p. 81: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 23

SECTION 2 ­ Seedless Plants

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 547: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 547: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C E E E E O Nonvascular Plants, SE pp. 547-548: Students read this section and complete the Reading Check activity on p. 547. Teaching Key Ideas: Observing Habitats, TE p. 547: Students are challenged to point out specific places where they might find nonvascular and vascular plants and explain why. Teaching Key Ideas: Leaflike Structures, TE p. 548: Students review true leaf structure and make comparisons with the leaflike structures of nonvascular plants. Photos may be substituted for transparency. Math Skills : Calculating, TE p. 548: Students predict the water-holding capacity of peat moss, and compare a sample's mass before and after soaking in water. Reproduction in Nonvascular Plants, SE pp. 548-549: Students read this section and complete the Reading Check activity on p. 549. Teaching Key Ideas: Moss Life Cycle, TE p. 549: Students ask questions based on the figure of the moss life cycle. Seedless Vascular Plants, SE p. 550: Students read this section and complete the Reading Check activity. Reading Toolbox: Classification, SE/TE p. 550: Students classify types of seedless vascular plants. Reproduction in Seedless Nonvascular Plants, SE pp. 551-552: Students read this section and complete the Reading Check activities on pp. 551 and 552. Teaching Key Ideas: Fern Life Cycle, TE p. 551: Students compare the fern life cycle to the plant life cycle. QuickLab: Fern Gametophytes, SE/TE p. 552; Data Sheet, CRF p. 47; Answer Key, CRF p. 83: In this lab, students observe the archegonia and antheridia of a fern gametophyte with a microscope. Demonstration: Variation in Ferns, TE p. 550: Students observe examples of ferns, which are tremendously diverse. Why It Matters: Ancient Plants, TE p. 550: Students learn that seedless vascular plants were the most common plants on Earth about 300 million years ago. Demonstration: Observing Fern Gametophytes, TE p. 551: Students learn to collect sori from the underfronds of ferns, and observe the gametophytes when placed in peat to grow. Active Reading W orksheet, CRF pp. 14-15; Answer Key, CRF p. 80: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-6; Answer Key, CRF p. 78: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Holt Biology, Chapter 23

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Close

C C C Section 2 Review, SE p. 552: Assign Section Review questions for review. Formative Assessment, TE p. 552: Students answer questions about life cycles of nonvascular and seedless vascular plants. Quiz, CRF p. 33; Answer Key, CRF p. 81: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 23

SECTION 3 ­ Seed Plants

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 553: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 553: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C E E E E E E O Kinds of Seed Plants, SE p. 553: Students read this section and complete the Reading Check activity. Demonstration: Observing Seeds , TE p. 553: Students observe a variety of seeds and list their similarities and differences. Reproduction in Seed Plants, SE pp. 554-555: Students read this section and complete the Reading Check activity on p. 554. Reading Toolbox: Concept Map, SE/TE p. 554: Students develop a concept map showing the steps of seed plant reproduction. Teaching Key Ideas, Seed Dispersal, TE p. 555: Students examine a variety of fruits and cones and identify how they might be dispersed for propagation. Gymnosperms, SE p. 556: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Conifer Characteristics, TE p. 556: Students list observed characteristics of conifers. Life Cycle of a Conifer, SE pp. 557-558: Students read this section and complete the Reading Check activities on pp. 557 and 558. Teaching Key Ideas: Conifer Life Cycle, TE p. 557: Students compare the conifer life cycle to the plant life cycle. Teaching Key Ideas: Pine Nuts, TE p. 557: Students learn that the genus Pinus produces meaty seeds that are used as food. QuickLab: Pine Gametophytes, SE/TE p. 558; Data Sheet, CRF p. 48; Answer Key, CRF p. 83: In this lab, students observe the gametophytes of a pine with a microscope. Teaching Key Ideas: Pollen Grains, TE p. 554: Students observe the various shapes of pollen grains in photos and microscope slides. Why It Matters: Do They Really Jump?, TE p. 554: Students learn that Mexican jumping beans are not beans but the seed case of a deciduous shrub in Mexico in which a moth larva is encased. Teaching Key Ideas: Conifer Identification, TE p. 556: Students identify conifers with a field guide based on provided samples. Why It Matters: Ancient Pines, TE p. 556: Students learn about the once-thought-tobe-extinct Wollemi Pine. Why It Matters: Biomimetics, TE p. 557: Students learn that two universities in England are developing a "smart" fabric that mimics the actions of pine cones when they release their seeds. Active Reading W orksheet, CRF pp. 16-17; Answer Key, CRF p. 80: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 6-8; Answer Key, CRF pp. 78-79: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Holt Biology, Chapter 23

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Close

C C C Section 3 Review, SE p. 558: Assign Section Review questions for review. Formative Assessment, TE p. 558: Students answer questions about pollination. Quiz, CRF p. 34; Answer Key, CRF p. 82: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 23

SECTION 4 ­ Flowering Plants

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 559: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 559: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C E E O Kinds of Angiosperms, SE p. 559: Students read this section and complete the Reading Check activity. Demonstration: Comparing Seeds , TE p. 559: Students observe the number of cotyledons and the embryos in corn and bean seeds. Reproduction of Angiosperms, SE pp. 560-561: Students read this section and complete the Reading Check activities on pp. 560 and 561. QuickLab: The Arrangement of Parts of a Flower, SE/TE p. 560; Data Sheet, CRF p. 51; Answer Key, CRF p. 83: In this lab, students dissect flowers to observe how the parts of flowers are arranged. Teaching Key Ideas: Angiosperm Life Cycle, TE p. 561: Students compare the figure of the angiosperm life cycle to that of the plant life cycle. Demonstration: Flower Dissection , TE p. 561: Students compare dissected flowers to the figure of the angiosperm life cycle. Pollination, SE p. 562: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Animal Pollinators, TE p. 562: Students learn how plant color affects pollination Reading Toolbox: Classification, SE/TE p. 562: Students list two characteristics of insect-pollinated flowers, then list two characteristics of wind-pollinated flowers. Fruits, SE p. 563: Students read this section and complete the Reading Check activity. QuickLab: Fruit or Vegetable?, SE/TE p. 563; Data Sheet, CRF p. 49-50; Answer Key, CRF p. 83: In this lab, students examine the internal structures of the mature ovaries of flowering plants to determine if they are fruits or vegetables. Vegetative Reproduction, SE p. 564: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Asexual Reproduction, TE p. 564: Students discuss differences between asexual and sexual reproduction, including advantages and disadvantages. Why It Matters: Clues from Pollen, TE p. 562: Students that scientists use pollen grains to learn about climate change. Active Reading W orksheet, CRF p. 18; Answer Key, CRF p. 80: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 9-11; Answer Key, CRF p. 79: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 4 Review, SE p. 564: Assign Section Review questions for review. Formative Assessment, TE p. 564: Students answer questions about angiosperm life cycle. Quiz, CRF p. 35; Answer Key, CRF p. 82: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 23

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E

E E E E

O

O O O O

O

Skills Practice: Chapter 23 Lab, Plant Diversity, SE/TE p. 565; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 52-64; Answer Keys, CRF pp. 83-84 Chapter 23 Review, SE/TE pp. 567-568 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 36-38, Chapter Text B (GENERAL) CRF pp. 39-40, or Chapter Test C (ADVANCED) CRF pp. 41-44; Answer Keys, CRF p. 82 Chapter Summary, SE p. 566: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Plant Diversity and Life Cycles, TE p. 566: Use these activities to reinforce Key Ideas from the chapter: Characteristics of Plants, Life Cycle, Characteristics of Seed Plants, Parts of a Flower. Vocabulary Review, CRF pp. 19-20 (SPECIAL NEEDS) or CRF pp. 21-22 (GENERAL); Answer Keys, CRF p. 80: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Classifying, CRF p. 23; Answer Key, CRF pp. 80-81: Use this worksheet to review classifying. Skills W orksheet: Concept Mapping, CRF p. 24; Answer Key, CRF p. 81: Use this worksheet to have student map the classification of plants. Super Summary, TE p. 566 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 28-31; Answer Key, CRF p. 81: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 569: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 25-27; Answer Key, CRF p. 81: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Dissecting Flowers, CRF pp. 65-71; Answer Key, CRF p. 84: Students examine a typical flower and observe the parts adapted for the production and protection of seeds. Supplemental Lab: Fruits and Seeds, CRF pp. 72-77; Answer Key, CRF pp. 84-85: Students observe and draw a variety of fruits and seeds. You will relate the form of some fruits and seeds to methods of dispersal.

Holt Biology, Chapter 23

Holt Biology Homeschool Lesson Plans

Chapter 24 ­ Seed Plant Structure and Growth

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Chapter 24 Introduction, Section 1: Plant Tissue Systems Section 2: Roots, Stems, and Leaves Section 3: Plant Growth and Development End of Chapter Review and Assessment

Activities suggested in the Chapter 24 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 570-595 · Chapter Resource Files (CRF) CD-ROM, Chapter 24, pp. 1-64 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 24: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 24

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 570: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Seed Plant Structure and Growth, SE p. 570: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 570: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Function of Plant Parts, SE/TE p. 571; Data Sheet, CRF p. 35; Answer Key, CRF p. 62: In this lab, students observe a plant's stem, stalk and roots and relate structure to function in the plant. Reading Toolbox, SE p. 572: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using FoldNotes.

Holt Biology, Chapter 24

SECTION 1 ­ Plant Tissue Systems

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 573: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 573: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C E E E O Plant Tissues, SE p. 573: Students read this section and complete the Reading Check activity. Demonstration: W etting Agents, TE p. 573: Students learn how wetting agents help disperse water molecules. Dermal Tissue System, SE pp. 574-575: Students read this section and complete the Reading Check activity on p. 574. QuickLab: Behavior of Stomata, SE/TE p. 575; Data Sheet, CRF p. 36; Answer Key, CRF p. 62: In this lab, students observe stomata in a leaf on prepared slides. Reading Toolbox: Vocabulary Development, TE p. 575: Students review terms and definitions for this section. Vascular Tissue System, SE p. 576-577: Students read this section and complete the Reading Check activity on p. 576. Reading Toolbox: Visual Literacy, TE p. 576: Students observe similarities they notice between the conducting cells of the xylem and the phloem in the figure. Teaching Key Ideas: Interconnected Vascular Tissues, TE p. 576: Students learn that the conducting cells of the xylem in a plant are all interconnected. Up Close: Vascular Plant, SE/TE p. 577: Students learn about the sexual and asexual reproduction in kalanchoes, as well as adaptations that allow them to survive in dry environments. Ground Tissue System, SE p. 578: Students read this section and complete the Reading Check activity. Reading Toolbox: W ord Origins, SE/TE p. 578: Students use the original meaning of "root" to describe vascular tissue. Teaching Key Ideas: Tissue Types, TE p. 574: Students compare tissue samples of a red onion, potato, and celery. Why It Matters: Girdling , TE p. 576: Students learn about how porcupines girdling a tree severs the phloem cells and prevents sugar from reaching the roots, which causes the tree to die. Active Reading W orksheet, CRF pp. 7-8; Answer Key, CRF p. 60: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 59: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 578: Assign Section Review questions for review. Formative Assessment, TE p. 578: Students answer questions about plant ground tissue. Quiz, CRF p. 24; Answer Key, CRF p. 61: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 24

SECTION 2 ­ Roots, Stems, and Leaves

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 579: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 579: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C E E E O Roots, SE p. 579: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Guttation, TE p. 579: Students learn that sometimes in the early morning during a process called "guttation" droplets of water appear on the edges of the leaves of some plants. Reading Toolbox: Visual Literacy, TE p. 579: Students examine the figure to learn about root tissue. Stems, SE pp. 580-581: Students read this section and complete the Reading Check activity on p. 580. Demonstration: Vascular Bundles, TE p. 580: Students determine whether slide samples of cross-sections of flowers are monocot or dicot. QuickLab: Internal Structures of Roots and Stems, SE/TE p. 581; Data Sheet, CRF p. 37; Answer Key, CRF p. 63: In this lab, students use a microscope to see differences in the internal structure of roots and stems. Demonstration: Annual Rings in Woody Plants, TE p. 581: Students learn to relate the rings in a sample cross-section to the tree's history. Leaves, SE pp. 582-583: Students read this section and complete the Reading Check activity on p. 583. Reading Toolbox: Visual Literacy, TE p. 582: Students examine the differences between the leaves in the figure. Teaching Key Ideas: Leaf Structures, TE p. 582: Students compare the figure of a corn leaf to the figure of other leaves. Reading Toolbox: Booklet, SE/TE p. 582: Students make a booklet to organize information about roots, stems, and leaves. Teaching Key Ideas: Sugar Maple, TE p. 583: Students research facts on maples and combine them in a class project. Active Reading W orksheet, CRF pp. 9-10; Answer Key, CRF p. 60: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 59: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 2 Review, SE p. 583: Assign Section Review questions for review. Formative Assessment, TE p. 583: Students answer questions about leaf veins. Why It Matters: Extreme Plants , TE p. 584: Students compare the different ways plants have adapted to extreme environments. Reading Toolbox: Visual Literacy, TE p. 584: Students learn to identify the adaptations that allow each extreme plant shown to survive and thrive in its environment. Quiz, CRF p. 25; Answer Key, CRF p. 62: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 24

SECTION 3 ­ Plant Growth and Development

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 585: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 585: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C E E E E O The Plant Embryo, SE pp. 585-586: Students read this section and complete the Reading Check activities on pp. 585 and 586. Reading Toolbox: Cause and Effect, SE/TE p. 586: Students learn to use cause and effect language to describe what happens when water penetrates a seed coat. Reading Toolbox: Visual Literacy, TE p. 586: Students learn to compare the structures of the germinating corn seed and bean seed in the figure. Meristems, SE p. 587: Students read this section and complete the Reading Check activity. QuickLab: The Effect of Cold on Seed Germination, SE/TE p. 587; Data Sheet, CRF pp. 38-39; Answer Key, CRF p. 63: In this lab, students learn that a period of low temperatures is needed to break seed dormancy. Primary Growth, SE p. 588: Students read this section and complete the Reading Check activity. Reading Toolbox: Visual Literacy, TE p. 588: Students observe prepared slides of the apical meristems of the shoots and roots of several plants. Photos may be substituted for slides. Teaching Key Ideas: Removal of the Apical Meristem, TE p. 588: Students predict what would happen if the apical meristem of a stem or root were removed. Secondary Growth, SE p. 589: Students read this section and complete the Reading Check activity. Reading Toolbox: Visual Literacy, TE p. 589: Students analyze the figure of woody stem development. Demonstration: Germination , TE p. 585: Students learn that plant germination exerts a force that can push the caps off bottles. Demonstration: Seed Germination , TE p. 586: Students learn to germinate a seed, and then dissect to observe its structure. Why It Matters: The Asian Art of Bonsai, TE p. 588: Students learn that bonsai is the cultivation of miniature plant specimens. Active Reading W orksheet, CRF pp. 11-12; Answer Key, CRF p. 60: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF pp. 59-60: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 589: Assign Section Review questions for review. Formative Assessment, TE p. 589: Students answer questions about meristems. Quiz, CRF p. 26; Answer Key, CRF p. 62: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 24

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E

E E E E

O

O O O O O

Skills Practice: Chapter 24 Lab, Monocot and Dicot Seeds, SE/TE pp. 590-591; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 40-51; Answer Keys, CRF pp. 63-64 Chapter 24 Review, SE/TE pp. 593-594 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 27-28, Chapter Text B (GENERAL) CRF pp. 29-30, or Chapter Test C (ADVANCED) CRF pp. 31-34; Answer Keys, CRF p. 62 Chapter Summary, SE p. 592: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Seed Plant Structure and Growth, TE p. 592: Use these activities to reinforce Key Ideas from the chapter: Vocabulary Development, Media Presentation. Vocabulary Review, CRF pp. 13-14 (SPECIAL NEEDS) or CRF pp. 15-16 (GENERAL); Answer Keys, CRF p. 60: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Comparing Structures/Comparing Functions, CRF p. 17; Answer Key, CRF p. 61: Use this worksheet to review comparing structures/comparing functions. Skills W orksheet: Concept Mapping, CRF p. 18; Answer Key, CRF p. 61: Use this worksheet to have student map the characteristics of vascular plants. Super Summary, TE p. 592 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 21-23; Answer Key, CRF p. 61: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 595: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 19-20; Answer Key, CRF p. 61: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Inferring Leaf Function from Structure, CRF pp. 52-55; Answer Key, CRF p. 64: Students explore the microscopic structure of a leaf and make inferences about leaf function based on your observations. Supplemental Lab: Observing Stems, CRF pp. 56-58; Answer Key, CRF p. 64: Students observe and compare the external structures of different kinds of stems.

Holt Biology, Chapter 24

Holt Biology Homeschool Lesson Plans

Chapter 25 ­ Plant Processes

Pacing Guide Days 1 & 2 Day 3 Days 4 & 5 Chapter 25 Introduction, Section 1: Nutrients and Transport Section 2: Plant Responses End of Chapter Review and Assessment

Activities suggested in the Chapter 25 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 596-617 · Chapter Resource Files (CRF) CD-ROM, Chapter 25, pp. 1-67 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 25: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 25

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 596: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Plant Processes, SE p. 596: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 596: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Capillary Action, SE/TE p. 597; Data Sheet, CRF p. 29; Answer Key, CRF p. 65: In this lab, students make predictions about and observe capillary action in a plant. Reading Toolbox, SE p. 598: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using FoldNotes.

Holt Biology, Chapter 25

SECTION 1 ­ Nutrients and Transport

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 599: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 599: Call students' attention to the chart at the top of this page.

Teach

C C C C C C Nutrients, SE p. 599: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Substances Plants Need, TE p. 599: Students identify the substances plants need for survival. Transport of W ater, SE pp. 600-601: Students read this section and complete the Reading Check activities on pp. 600 and 601. Teaching Key Ideas: Transport in Plants, TE p. 600: Students learn how large plants must have a transport system often capable of moving substances great distances. Reading Toolbox: Describing Space, SE/TE p. 600: Students use spatial language to describe the transport of water through a plant. QuickLab: Transpiration Rate, SE/TE p. 601; Data Sheet, CRF pp. 30-31; Answer Key, CRF p. 65: In this lab, students use the graph to answer questions about the rate of water transpiration. Teaching Key Ideas: Guttation, TE p. 601: Students learn that sometimes in the early morning, droplets of water appear on the edges of the leaves of some plants, during a process called guttation. Transport of Organic Compounds, SE p. 602: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Graphic Organizer, TE p. 602: Students prepare a graphic organizer comparing the movement of water and mineral nutrients with the movement of sugar through a plant. Active Reading W orksheet, CRF pp. 6-7; Answer Key, CRF pp. 62-63: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-3; Answer Key, CRF p. 62: Students complete the exercises in this worksheet to help them understand the material as they read the section.

C C C E O

Close

C C C Section 1 Review, SE p. 602: Assign Section Review questions for review. Formative Assessment, TE p. 602: Students answer questions about transpiration. Quiz, CRF p. 19; Answer Key, CRF p. 64: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 25

SECTION 2 ­ Plant Responses

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 603: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 603: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C Plant Hormones, SE pp. 603-605: Students read this section and complete the Reading Check activities on pp. 603, 604, and 605. Teaching Key Ideas: Plant Hormones, TE p. 603: Students discuss how plants might regulate their growth and development without having a nervous system as animals do. Teaching Key Ideas: Stopping Vertical Growth, TE p. 603: Students discuss what would happen if the apical meristem of a stem were removed. Teaching Key Ideas: W ent's Experiment, TE p. 604: Students observe and discuss the figure of Went's hypothesis. Why It Matters: Lateral Growth, TE p. 604: Students learn that auxins suppress growth of lateral buds. Teaching Key Ideas: Tissue Culture, TE p. 605: Students learn that the growth of whole plants from pieces of plants in tissue culture requires the addition of plant hormones in order for them to differentiate properly. Tropisms, SE pp. 606-607: Students read this section and complete the Reading Check activity on p. 606. QuickLab: Effects of Ethylene on a Plant, SE/TE p. 606; Data Sheet, CRF p. 32; Answer Key, CRF p. 65: In this lab, students use a ripe apple to see one of the effects of ethylene on plants. Teaching Key Ideas: Darwin's Plant Research, TE p. 606: Students learn that Darwin discovered that a grass seedling responds to light coming from one direction with growth on the opposite (shaded) side, resulting in the seedling bending toward the light source. Teaching Key Ideas: Negative Thigmotropism, TE p. 607: Students apply the concept of thigmotropism to climbing plants. Seasonal Responses, SE pp. 608-609: Students read this section and complete the Reading Check activity on p. 608. Teaching Key Ideas: Effect of Length of Darkness on Plants, TE p. 608: Students observe and discuss the figure of length of light exposure to plants. Teaching Key Ideas: Commercially Grown Plants, TE p. 608: Students apply the concept of long vs. short-day plants to artificially altering light exposure of commercially grown plants. QuickLab: Seed Dormancy and Germination, SE/TE p. 609; Data Sheet, CRF pp. 3334; Answer Key, CRF p. 65: In this lab, students use the graph of the effect of cold storage to answer questions about seed dormancy. Teaching Key Ideas: W inter Dormancy, TE p. 609: Students discuss the advantages and differences between deciduous trees and conifers during winter dormancy. Plant Movements, SE p. 610: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Pollinators, TE p. 610: Students identify some pollinators that are active at night.

C C C C C

C C C C

Holt Biology, Chapter 25

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Teach (continued)

E E O Reading Toolbox: W ord Parts, SE/TE p. 607: Students write a definition of the word heliotropism. Active Reading W orksheet, CRF p. 8; Answer Key, CRF p. 63: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 4-5; Answer Key, CRF p. 62: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 2 Review, SE p. 610: Assign Section Review questions for review. Formative Assessment, TE p. 610: Students answer questions about thigmotropism. Why It Matters: Plants in Space, SE/TE p. 611: Students learn how scientists help plants cope with the rigors of space travel. Reading Toolbox: Visual Literacy, TE p. 611: Students examine the photo of the plants growing under a bubble and infer why this design is used for the ALS system. Quiz, CRF p. 20; Answer Key, CRF p. 64: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 25

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E E

O

O O O O

O

Skills Practice: Chapter 25 Lab, Cultivation Techniques, SE/TE pp. 612-613; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 35-47; Answer Keys, CRF pp. 65-66 Chapter 25 Review, SE/TE pp. 615-616 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 21-22, Chapter Text B (GENERAL) CRF pp. 23-24, or Chapter Test C (ADVANCED) CRF pp. 25-28; Answer Keys, CRF pp. 64-65 Chapter Summary, SE p. 614: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Plant Processes, TE p. 614: Use these activities to reinforce Key Ideas from the chapter: Creative Writing, Making Comparisons. Plant Responses, Virtual Investigations CD-ROM Vocabulary Review, CRF p. 9 (SPECIAL NEEDS) or CRF p. 10 (GENERAL); Answer Keys, CRF p. 63: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Organizing Information/Interpreting Graphics, CRF pp. 11-12; Answer Key, CRF p. 63: Use this worksheet to review organizing information/interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 13; Answer Key, CRF p. 63: Use this worksheet to have student map the ways that plants respond. Super Summary, TE p. 614 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 16-18; Answer Key, CRF p. 64: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 617: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 14-15; Answer Key, CRF p. 63: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Gravitropism and Phototropism in Plants, CRF pp. 48-53; Answer Key, CRF pp. 66-67: Students evaluate plants' tropic responses to changing spatial orientation and different colors of light. Supplemental Lab: Transpiration, CRF pp. 54-61; Answer Key, CRF p. 67: Students determine the effects of different environmental conditions on the rate of transpiration. Students also determine the relationship between a plant's leaf surface area and its water loss by transpiration.

Holt Biology, Chapter 25

Holt Biology Homeschool Lesson Plans

Unit 8 Animals

Chapter 26 ­ Introduction to Animals

Pacing Guide Days 1 & 2 Day 3 Day 4 Day 5 Days 6 & 7 Unit 8 and Chapter 26 Introduction, Section 1: Characteristics of Animals Section 2: Animal Body Systems Section 3: Evolutionary Trends in Animals Section 4: Chordate Evolution End of Chapter Review and Assessment

Activities suggested in the Chapter 26 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 618-651 · Chapter Resource Files (CRF) CD-ROM, Chapter 26, pp. 1-84 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 26: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Unit 8 and Chapter 26

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C C C E

Discoveries in Science: Animals, SE p. 618B: Have students read and discuss the timeline as an introduction to the unit. Biology Career, SE p. 619: Have students read about and discuss the career of Michael Heithaus, an animal behaviorist. Reading Toolbox: Assessing Prior Knowledge, TE p. 620: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Introduction to Animals, SE p. 620: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 620: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Animal Characteristics, SE/TE p. 621; Data Sheet, CRF p. 43; Answer Key, CRF pp. 81-82: In this lab, students examine different animals and note how they share many characteristics of structure and function. Reading Toolbox, SE p. 622: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Science Graphics.

Holt Biology, Chapter 26

SECTION 1 ­ Characteristics of Animals

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 623: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 623: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C E E E O General Features of Animals, SE pp. 623-624: Students read this section and complete the Reading Check activities on pp. 623 and 624. Demonstration: Animal Comparison, TE p. 623: Students list the similarities and differences between two animals. Teaching Key Ideas: Cellular Dependence, TE p. 624: Students explore how cells depend on other cells to survive. Teaching Key Ideas: Animal Features, TE p. 624: Students present evidence that a familiar animal has the characteristics of animals. Kinds of Animals, SE pp. 625-626: Students read this section and complete the Reading Check activities on pp. 625 and 626. Teaching Key Ideas: Animal Diversity, TE p. 625: Students analyze a phylogenetic diagram and compare numbers of vertebrates to invertebrates. Reading Toolbox: Visual Literacy, SE/TE p. 626: Students speculate on the differences between a cat and human backbone. Reading Toolbox: W ord Parts, SE/TE p. 625: Students use the meanings of the word parts in the term invertebrate to define the term. Why It Matters: Cultural Awareness, TE p. 625: Students look for examples of animals revered as part of culture or religious belief. Active Reading W orksheet, CRF pp. 9-10; Answer Key, CRF p. 78: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 77: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 626: Assign Section Review questions for review. Formative Assessment, TE p. 626: Students answer questions about vertebrates. Quiz, CRF p. 29; Answer Key, CRF p. 80: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 26

SECTION 2 ­ Animal Body Systems

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 627: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 627: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C C E E O Support, SE p. 627: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Body Processes, TE p. 627: Students create a chart of voluntary and involuntary body processes. Digestive and Excretory Systems, SE p. 628: Students read this section and complete the Reading Check activity. QuickLab: Filtration Rate in the Kidney, SE/TE p. 628; Data Sheet, CRF p. 44; Answer Key, CRF p. 82: In this lab, students calculate how many milliliters of fluid the human kidneys filter each hour and each day. Demonstration: Comparing Digestion, TE p. 628: Students simulate digestive processes with a glass and tubing. Why It Matters: Feeding in Animals, TE p. 628: Students compare ingestive eaters, absorptive feeders, filter feeders, substrate feeders and fluid feeders. Nervous System, SE p. 629: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Nervous Systems, TE p. 629: Students look at the three nervous systems and describe the differences. Reading Toolbox: Describing Space, SE/TE p. 629: Students use spatial language to describe the nervous systems of the animals. Respiratory and Circulatory Systems, SE p. 630: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Transport in Plants and Animals, TE p. 630: Students compare how nutrients are transported in plants and animals. Reading Toolbox: Visual Literacy, TE p. 630: Students tell how the flow of blood differs in open and closed circulatory systems. Reproduction, SE p. 631: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Offspring Variation, TE p. 631: Students speculate if asexual or sexual reproduction would show the most variety of offspring and why. Why It Matters: Bird Brains, TE p. 629: Students learn that birds actually have very complex brains, and many bird species are capable of learning complex tasks. Active Reading W orksheet, CRF pp. 11-12; Answer Key, CRF p. 78: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 77: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 631: Assign Section Review questions for review. Formative Assessment, TE p. 631: Students answer questions about reproduction. Quiz, CRF p. 30; Answer Key, CRF p. 80: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 26

SECTION 3 ­ Evolutionary Trends in Animals

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 632: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 632: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C E O Tissues and Symmetry, SE pp. 632-633: Students read this section and complete the Reading Check activity on p. 632. Demonstration: Observing Tissues , TE p. 632: Students answer how variation in cell shape might be related to the performance of different tasks. QuickLab: Symmetry, SE/TE p. 633; Data Sheet, CRF p. 45; Answer Key, CRF p. 82: In this lab, students use the letters of the alphabet to better understand the nature of symmetry. Early Embryonic Development, SE pp. 634-635: Students read this section and complete the Reading Check activities on pp. 634 and 635. Reading Toolbox: Visual Literacy, TE p. 634: Students review Early Embryonic Development. Math Skills: Cell Divisions, TE p. 634: Students write a formula for calculating the number of cells after n divisions. Teaching Key Ideas: Development Patterns, TE p. 635: Students discuss the differences in the development of two gastrula. Reading Toolbox: Spider Map, SE/TE p. 635: Students create a spider map to organize the information about early embryonic development in animals. Body Cavities, SE p. 636: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Body Cavities, TE p. 636: Students review acoelomate, pseudocoelomate and coelomate body plans. Segmentation and Jointed Appendages, SE p. 637: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Joints and Segments, TE p. 637: Students analyze the joint and segment structure of a mantis and apply to human anatomy. Active Reading W orksheet, CRF pp. 13-14; Answer Key, CRF pp. 78-79: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF pp. 77-78: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 637: Assign Section Review questions for review. Formative Assessment, TE p. 637: Students answer questions about tissue and cell differentiation. Quiz, CRF p. 31; Answer Key, CRF p. 80: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 26

SECTION 4 ­ Chordate Evolution

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 638: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 638: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C C E E E E O Characteristics of Chordates, SE pp. 638-639: Students read this section and complete the Reading Check activity on p. 639. Demonstration: Embryonic Development , TE p. 638: Students compare seven different animal embryos in three stages of development. QuickLab: The Notochord and Nerve Cord, SE/TE p. 639; Data Sheet, CRF pp. 46-47; Answer Key, CRF p. 82: In this lab, students compare notochord and the hollow nerve cord by viewing a cross section of an adult lancelet. Teaching Key Ideas: Tunicates, TE p. 639: Students learn why tunicates do not have a nerve cord, notochord, or postanal tail but are classified as chordates. Evolution of Fishes, Evolution of Amphibians, and Evolution of Reptiles, SE pp. 640-642: Students read these sections and complete the Reading Check activity on p. 641. Teaching Key Ideas: Evolutionary Adaptations, TE p. 640: Students explore how two fish can look very similar, but have evolved along different pathways. Teaching Key Ideas: Ocean Emigration, TE p. 641: Students discuss why vertebrates left the ocean to invade the land. Reading Toolbox: Visual Literacy, TE p. 641: Students discuss advantages and implications of having an amniotic egg. Teaching Key Ideas: Dinosaur Success, TE p. 642: Students evaluate the popular images of dinosaurs and compare them to what scientists now think to be true about them. Evolution of Birds, SE p. 643: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Bird Fossils, TE p. 643: Students explore why relatively few bird fossils have been found. Why It Matters: Evolution of Flight, TE p. 643: Students learn about three groups of vertebrates that exhibit or exhibited true flight. Evolution of Mammals, SE p. 644: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Therapsids, TE p. 644: Students explore the well-studied transition from reptile to mammal. Reading Toolbox: Describing Space, TE p. 640: Students use spatial words to write sentences describing the placement of teeth in the great white shark. Why It Matters: Evolutionary Relationships, TE p. 640: Students learn how scientists can compare the genetic material from different organisms of the same or different species. Reading Toolbox: W ord Parts, SE/TE p. 642: Students find the meanings of the word parts in the terms theropod and sauropod. Active Reading W orksheet, CRF pp. 15-16; Answer Key, CRF p. 79: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 7-8; Answer Key, CRF p. 78: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Holt Biology, Chapter 26

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Close

C C C C C Section 4 Review, SE p. 644: Assign Section Review questions for review. Formative Assessment, TE p. 644: Students answer questions about time sequence for the appearance of vertebrates. Why It Matters: SuperCroc, SE/TE p. 645: Students learn about the largest crocodilian that has ever lived. Reading Toolbox: Visual Literacy, TE p. 645: Students discuss different features of the SuperCroc's skull. Quiz, CRF p. 32; Answer Key, CRF p. 81: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 26

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E

E E E E E

O

O O O

O

O

Skills Practice: Chapter 26 Lab, Embryonic Development, SE/TE pp. 646-647; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 48-62; Answer Keys, CRF pp. 82-83 Chapter 26 Review, SE/TE pp. 649-650 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 33-35, Chapter Text B (GENERAL) CRF pp. 36-38, or Chapter Test C (ADVANCED) CRF pp. 39-42; Answer Keys, CRF p. 81 Chapter Summary, SE p. 648: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Introduction to Animals, TE p. 648: Use these activities to reinforce Key Ideas from the chapter: Animal Characteristics, Symmetry and Body Plans, Reptiles and Birds. Respiration in Invertebrates, Virtual Investigations CD-ROM Vocabulary Review, CRF pp. 17-18 (SPECIAL NEEDS) or CRF pp. 19-20 (GENERAL); Answer Keys, CRF p. 79: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Comparing Structures/Interpreting Graphics, CRF pp. 21-22; Answer Key, CRF p. 79: Use this worksheet to review comparing structures/interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 23; Answer Key, CRF p. 80: Use this worksheet to have student map the features of animals. Super Summary, TE p. 648 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 26-28; Answer Key, CRF p. 80: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 651: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 24-25; Answer Key, CRF p. 80: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Embryonic Development, CRF pp. 63-71; Answer Key, CRF pp. 8583: Students observe prepared slides of the early development of the sea urchin and of some later stages of development in chick embryos. From the slides, students can identify and compare differentiation and development. Supplemental Lab: Recognizing Patterns of Symmetry, CRF pp. 72-76; Answer Key, CRF p. 84: Students recognize and define the types of symmetry found in the animal kingdom.

Holt Biology, Chapter 26

Holt Biology Homeschool Lesson Plans

Chapter 27 ­ Simple Invertebrates

Pacing Guide Days 1 & 2 Day 3 Day 4 Day 5 Days 6 & 7 Chapter 27 Introduction, Section 1: Sponges Section 2: Cnidarians Section 3: Flatworms Section 4: Roundworms End of Chapter Review and Assessment

Activities suggested in the Chapter 27 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 652-675 · Chapter Resource Files (CRF) CD-ROM, Chapter 27, pp. 1-67 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 27: · · · · Overview Chapter Correlations Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 27

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 652: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Simple Invertebrates, SE p. 652: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 652: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Body Symmetry, SE/TE p. 653; Data Sheet, CRF p. 39; Answer Key, CRF p. 65: In this lab, students identify and apply asymmetry, radial symmetry, and bilateral symmetry to a sponge, a jellyfish and flatworm. Reading Toolbox, SE p. 654: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Science Graphics.

Holt Biology, Chapter 27

SECTION 1 ­ Sponges

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 655: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 655: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C E O Characteristics of Sponges and Sponge Reproduction, SE pp. 655-656: Students read these sections and complete the Reading Check activity on p. 656. Demonstration: Feeding in Sponges, TE p. 655: Students are shown rocks being trapped in a strainer to understand how a sponge traps food particles. Teaching Key Ideas: Sex in Sponges, TE p. 656: Students are asked to describe the relationships among the different parts of the image shown in Figure 2. Reading Toolbox: Process Chart, SE/TE p. 656: Students draw a process chart showing how sponges can sexually reproduce. Why It Matters: Carnivorous Sponges, TE p. 656: Students learn about a carnivorous sponge that captures small crustaceans and other animals. Groups of Sponges, SE p. 657: Students read this section and complete the Reading Check activity. Math Skills : Pumping Volume and Rate, TE p. 658: Students are asked to calculate the number of bottles it would take to hold the amount of water circulated by a sponge in one day. Active Reading W orksheet, CRF p. 9; Answer Key, CRF p. 62: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 61: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 657: Assign Section Review questions for review. Formative Assessment, TE p. 657: Students answer questions about sponge cell types. Quiz, CRF p. 26; Answer Key, CRF p. 64: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 27

SECTION 2 ­ Cnidarians

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 658: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 658: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C Characteristics of Cnidarians, SE pp. 658-659: Students read this section and complete the Reading Check activity on p. 659. Why It Matters: Identifying Preconceptions, TE p. 658: Students share and discuss what they already know about cnidarians. Teaching Key Ideas: Planulae, TE p. 659: Students learn about and discuss the benefits and drawbacks for the free-swimming planula stage of Obelia. Reading Toolbox: Visual Literacy, TE p. 659: Students answer questions about the life cycle of Obelia, shown in Figure 5. Reading Toolbox: W ord Parts, SE/TE p. 659: Students are asked to use the words cnidocyte and nematocyst in a sentence and to tell how these words are related. Groups of Cnidarians, SE pp. 660-661: Students read this section and complete the Reading Check activity on p. 661. QuickLab: Coral Skeletons, SE/TE p. 660; Data Sheet, CRF p. 40; Answer Key, CRF p. 65: In this lab, students observe several types of coral skeletons and make a drawing of each skeleton's appearance. Demonstration: Tumbling Hydras, TE p. 660: Students learn that a hydra is similar to a toy spring in that once it connects one end of its body to a solid surface, the rest of its body will flip over because of momentum and the body's elasticity. Why It Matters: A Mythological Hydra, TE p. 660: Students learn that the name hydra is a reference to the nine-headed serpent that was slain by Hercules, a figure in Greek mythology. Teaching Key Ideas: Mutual Benefits, TE p. 661: Students research the relationship among some species of sea anemones and certain types of fish, and then write a report on what they find. Active Reading W orksheet, CRF p. 10; Answer Key, CRF p. 62: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 61: Students complete the exercises in this worksheet to help them understand the material as they read the section.

C

E

E E O

Close

C C C C Section 2 Review, SE p. 661: Assign Section Review questions for review. Formative Assessment, TE p. 661: Students answer questions about the two layers of tissues found in cnidarians. Why It Matters: Rain Forest of the Sea, TE p. 662: Students learn that coral reefs are often called the rain forests of the sea because of the extraordinary amount of biodiversity found in these undersea ecosystems. Quiz, CRF p. 27; Answer Key, CRF p. 64: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 27

SECTION 3 ­ Flatworms

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 663: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 663: Call students' attention to the chart at the top of this page.

Teach

C C C C C C E E E O Characteristics of Flatworms, SE pp. 663-664: Students read this section and complete the Reading Check activity on p. 664. Why It Matters: W ater Balance and Homeostasis, TE p. 663: Students learn that all organisms must maintain water balance and compare the idea to a leaky boat to further understanding. Up Close: Planarian, SE/TE p. 664: Students view a detailed depiction of a planarian and use it to have a discussion about its physiology and behavior. Groups of Flatworms, SE pp. 665-666: Students read this section and complete the Reading Check activity on p. 666. QuickLab: Planarian Behavior, SE/TE p. 665; Data Sheet, CRF p. 43; Answer Key, CRF p. 65: In this lab, students observe planarian behavior and body organization. Why It Matters: Tapeworm Infections, TE p. 665: Students learn that people in the United States are still infected by tapeworms from pigs and cattle. Why It Matters: Impulsive Invertebrates, TE p. 664: Students learn how scientists have used many types of invertebrates, including flatworms, to study nerve cells. Why It Matters: Schistosomiasis, TE p. 666: Students learn the history of schistosomiasis. Active Reading W orksheet, CRF pp. 11-12; Answer Key, CRF p. 62: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 61: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 666: Assign Section Review questions for review. Formative Assessment, TE p. 666: Students answer questions about the three main characteristics of flatworms. Quiz, CRF p. 28; Answer Key, CRF p. 64: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 27

SECTION 4 ­ Roundworms

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 667: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 667: Call students' attention to the chart at the top of this page.

Teach

C C C C Characteristics of Roundworms, SE p. 667: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Roundworm Anatomy, TE p. 667: Students examine the images of C. elegans in Figure 11, try to identify the main body parts of this roundworm, and draw their own labeled diagrams. Groups of Roundworms and Fighting Parasites, SE pp. 668-670: Students read these sections and complete the Reading Check activity on p. 669. Reading Toolbox: Visual Literacy, TE p. 668: Students compare the microscope photo of the pinworm with that of the hookworms in Figure 12 and discuss their similarities and differences. Reading Toolbox: Cause and Effect, SE/TE p. 668: Students read the text about hookworms and determine the cause and effect that underlie becoming infected with a hookworm. Teaching Key Ideas: Roundworm Life Cycle, TE p. 669: Students divide into small groups, pick either Ascaris or Necator, research their selection in a zoology textbook and diagram a life cycle for their worm. QuickLab: Parasite Identification, SE/TE p. 670; Data Sheet, CRF pp. 41-42; Answer Key, CRF p. 66: In this lab, students use a graph and their knowledge of roundworms to answer questions. Why It Matters: Pet Care, TE p. 668: Students listen to a veterinarian talk to the class about how roundworms affect cats and dogs. Why It Matters: Roundworms and Agriculture, TE p. 668: Students learn about the economic losses from plant roundworms. Science Skills: W riting a Science Report, SE/TE p. 669: Students examine Figure 13 and then conduct research on elephantiasis in the library and on the Internet, then write a brief report on what they find. Why It Matters: Roundworms and Gardening, TE p. 669: Students discuss the meaning of the label "nematode resistant." Active Reading W orksheet, CRF p. 13; Answer Key, CRF p. 62: Students read a passage related to the section topic and answer questions. Why It Matters: Career Development, TE p. 667: Students divide into teams and use library and online resources to research parasitology careers. Directed Reading W orksheet, CRF pp. 7-8; Answer Key, CRF p. 62: Students complete the exercises in this worksheet to help them understand the material as they read the section.

C

C

C E E E E E O O

Close

C C C Section 4 Review, SE p. 670: Assign Section Review questions for review. Formative Assessment, TE p. 670: Students answer questions about roundworms. Quiz, CRF p. 29; Answer Key, CRF p. 64: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 27

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E

E E E E

O

O O O O

O

Skills Practice: Chapter 27 Lab, Hydra Behavior, SE/TE p. 671; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 44-50; Answer Keys, CRF p. 66 Chapter 27 Review, SE/TE pp. 673-674 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 30-32, Chapter Text B (GENERAL) CRF pp. 33-34, or Chapter Test C (ADVANCED) CRF pp. 35-38; Answer Keys, CRF pp. 64-65 Chapter Summary, SE p. 672: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Simple Invertebrates, TE p. 672: Use these activities to reinforce Key Ideas from the chapter: Sponge Structure, Three Cnidarian Classes, Blood Fluke Life Cycle, Parasite Populations. Vocabulary Review, CRF pp. 14-15 (SPECIAL NEEDS) or CRF pp. 16-17 (GENERAL); Answer Keys, CRF p. 63: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Sequencing, CRF pp. 18-19; Answer Key, CRF p. 63: Use this worksheet to review sequencing. Skills W orksheet: Concept Mapping, CRF p. 20; Answer Key, CRF p. 63: Use this worksheet to have student map the characteristics of simple invertebrates. Super Summary, TE p. 672 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 23-25; Answer Key, CRF pp. 63-64: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 675: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 21-22; Answer Key, CRF p. 63: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: How Planarians Respond to Stimuli, CRF pp. 51-57; Answer Key, CRF pp. 66-67: Students design and conduct an experiment to determine how planarians respond to two stimuli: gravity and light. Supplemental Lab: Preventing Parasites, CRF pp. 58-60; Answer Key, CRF p. 67: Students diagram the life cycle of D. caninum. Students then propose steps that can be taken to protect dogs and cats from this parasite and to prevent its spread to humans.

Holt Biology, Chapter 27

Holt Biology Homeschool Lesson Plans

Chapter 28 ­ Mollusks and Annelids

Pacing Guide Days 1 & 2 Day 3 Days 4 & 5 Chapter 28 Introduction, Section 1: Mollusks Section 2: Annelids End of Chapter Review and Assessment

Activities suggested in the Chapter 28 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 676-697 · Chapter Resource Files (CRF) CD-ROM, Chapter 28, pp. 1-64 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 28: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 28

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 676: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Mollusks and Annelids, SE p. 676: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 676: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Garden Snails, SE/TE p. 677; Data Sheet, CRF pp. 29-30; Answer Key, CRF p. 63: In this lab, students examine live specimens of garden snails to learn firsthand about the biology of mollusks. Reading Toolbox, SE p. 678: These reading tools help students learn the material in this chapter: Using Words, Using Language, Taking Notes.

Holt Biology, Chapter 28

SECTION 1 ­ Mollusks

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 679: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 679: Call students' attention to the chart at the top of this page.

Teach

C C C Characteristics of Mollusks and Mollusk Body Plan and Organ Systems, SE pp. 679-682: Students read these sections and complete the Reading Check activity on p. 681. Teaching Key Ideas: Mollusk Organ Systems, TE p. 679: Students hypothesize why some mollusks secrete a shell and others do not. Teaching Key Ideas: Characteristics of Biomes, TE p. 680: Students observe Figure 2 and categorize each of the organs as part of one of the following systems: digestive, circulatory, respiratory, or excretory. QuickLab: Open Circulatory System, SE/TE p. 681; Data Sheet, CRF pp. 31-32; Answer Key, CRF p. 63: In this lab, students model an open circulatory system by using simple items to represent the heart, blood vessels, blood, and body tissues of a living organism. Teaching Key Ideas: Mollusk Young, TE p. 682: Students learn about the different types of mollusk larvae. Mollusk Diversity, SE pp. 682-685: Students read this section and complete the Reading Check activities on pp. 682, 683, and 684. Reading Toolbox: Visual Literacy, TE p. 682: Students use the diagrams in Figure 5 as the foundation for writing a brief summary in which they describe the main differences among the three mollusk groups. Teaching Key Ideas: Gastropod Diversity, TE p. 683: Students list the characteristics that all gastropods have in common. Reading Toolbox: Classification, SE/TE p. 683: Students learn about how mollusks are classified. Teaching Key Ideas: Tentacles, TE p. 684: Students examine the photos of the mollusks in Figure 7 and describe the different shapes and positioning of the tentacles on each animal as well as the ways in which tentacles are used. Teaching Key Ideas: A Smashing Success, TE p. 685: Students propose how bivalves can survive the daily beating of waves crashing into them.

C C C C C C C C

Holt Biology, Chapter 28

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Teach (continued)

E E E E E E O Why It Matters: Mollusks on the Menu , TE p. 680: Students learn about common mollusks eaten in seafood. Why It Matters: Oldest Fossil Mollusks , TE p. 681: Students learn about the oldest fossils of mollusks, which were dated to about 560 million years old. Why It Matters: Uses of Shells , TE p. 682: Students learn about the many different functions of mollusk shells in various cultures past and present. Why It Matters: Toxic Mollusks , TE p. 684: Students learn how the often-polluted environment of many mollusks makes them especially risky to eat. Why It Matters: Giant Squid , TE p. 684: Students learn about giant squids and how sightings of these mollusks are extremely rare. Active Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 60: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 60: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 685: Assign Section Review questions for review. Formative Assessment, TE p. 685: Students answer questions about the three main parts of the general mollusk body plan. Quiz, CRF p. 20; Answer Key, CRF p. 62: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 28

SECTION 2 ­ Annelids

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 686: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 686: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C E E E O Characteristics of Annelids, SE pp. 686-687: Students read this section and complete the Reading Check activity on p. 687. QuickLab: An Annelid in Cross Section, SE/TE p. 687; Data Sheet, CRF p. 33; Answer Key, CRF p. 63: In this lab, students examine a cross section of an earthworm and make a drawing of what they see. Reading Toolbox: Comparison Table, SE/TE p. 687: Students complete a table in which they compare different classes of annelids. Why It Matters: Charles Darwin , TE p. 687: Students learn about how Darwin noted the service of earthworms in recycling organic matter in soil. Annelid Diversity, SE pp. 688-690: Students read this section and complete the Reading Check activity on p. 690. Teaching Key Ideas: The Ultimate Worm, TE p. 688: Students list the anatomical features that make earthworms more advanced than flatworms or roundworms. Teaching Key Ideas: Importance of Polychaetes, TE p. 688: Students learn that polychaetes are some of the most important animals in marine benthic (bottom-dwelling) communities. Teaching Key Ideas: Feeding Strategies, TE p. 688: Students examine Figure 10 and offer an explanation for how feather dusters and star horseshoe worms acquire food. Up Close: Earthworm, TE p. 689: Students observe detailed diagrams of an earthworm and discuss many aspects of their physiology. Demonstration: Earthworm Observations, TE p. 686: Students observe earthworm behavior and movement. Teaching Key Ideas: Experience with Leeches, TE p. 690: Students discuss their experiences with leeches and what happens when a leech attaches itself to an animal's body. Active Reading W orksheet, CRF pp. 7-8; Answer Key, CRF pp. 60-61: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 60: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 2 Review, SE p. 690: Assign Section Review questions for review. Formative Assessment, TE p. 690: Students answer questions about the three key general characteristics of all annelids. Why It Matters: Creepy Leeches , SE/TE p. 691: Students learn about leeching, or the application of a leech to the skin in order to deplete blood from the body. Reading Toolbox: Visual Literacy, TE p. 691: Students are asked how medical knowledge and treatment have advanced since the Middle Ages. Quiz, CRF p. 21; Answer Key, CRF p. 62: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 28

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E

E E E E

O

O O O O O

Skills Practice: Chapter 28 Lab, Clam Characteristics, SE/TE pp. 692-693; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 34-46; Answer Keys, CRF pp. 63-64 Chapter 28 Review, SE/TE pp. 695-696 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 22-23, Chapter Text B (GENERAL) CRF pp. 24-25, or Chapter Test C (ADVANCED) CRF pp. 26-28; Answer Keys, CRF p. 62 Chapter Summary, SE p. 694: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Mollusks and Annelids, TE p. 694: Use these activities to reinforce Key Ideas from the chapter: Identifying Structures, Comparing Mollusks and Annelids, Designing a Mollusk. Vocabulary Review, CRF p. 9 (SPECIAL NEEDS) or CRF p. 10 (GENERAL); Answer Keys, CRF p. 61: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Applying Information/Predicting, CRF pp. 11-12; Answer Key, CRF p. 61: Use this worksheet to review applying information/predicting. Skills W orksheet: Concept Mapping, CRF p. 13; Answer Key, CRF p. 61: Use this worksheet to have student map the characteristics of invertebrates. Super Summary, TE p. 694 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 17-19; Answer Key, CRF pp. 61-62: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 697: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 14-16; Answer Key, CRF p. 61: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Earthworm Dissection, CRF pp. 47-54; Answer Key, CRF p. 64: Students dissect an earthworm in order to examine the observable external and internal structures of earthworm anatomy. Supplemental Lab: Snails, CRF pp. 55-59; Answer Key, CRF p. 64: Students compare and contrast certain features of land snails and water snails.

Holt Biology, Chapter 28

Holt Biology Homeschool Lesson Plans

Chapter 29 ­ Arthropods and Echinoderms

Pacing Guide Days 1 & 2 Day 3 Day 4 Day 5 Days 6 & 7 Chapter 29 Introduction, Section 1: Arthropods Section 2: Arachnids and Crustaceans Section 3: Insects Section 4: Echinoderms End of Chapter Review and Assessment

Activities suggested in the Chapter 29 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 698-725 · Chapter Resource Files (CRF) CD-ROM, Chapter 29, pp. 1-88 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 29: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 29

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 698: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Arthropods and Echinoderms, SE p. 698: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 698: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Larval Life, SE/TE p. 699; Data Sheet, CRF p. 37; Answer Key, CRF p. 86: In this lab, students examine starfish and crab to see how their larval stage of development is very unlike the adult organism. Reading Toolbox, SE p. 700: These reading tools help students learn the material in this chapter: Using Words, Using Language, Taking Notes.

Holt Biology, Chapter 29

SECTION 1 ­ Arthropods

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 701: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 701: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C C E E E O Arthropod Characteristics, SE pp. 701-703: Students read this section and complete the Reading Check activity on p. 702. Reading Toolbox: W ord Parts, TE p. 701: Students discuss meanings of recognizable parts of the term arthropod and are asked to name animals that have jointed legs. QuickLab: Jointed Appendages, SE/TE p. 702; Data Sheet, CRF p. 38; Answer Key, CRF p. 86: In this lab, students test their range of motion with and without bending their joints. Teaching Key Ideas: Jointed Appendages, TE p. 702: Students are asked which human body parts are appendages and discuss what is and is not an appendage. Teaching Key Ideas: Exoskeleton, TE p. 702: Students describe the function of a skeleton and discuss the disadvantages of having an exterior skeleton. Teaching Key Ideas: Compound Eyes, TE p. 703: Students learn that each sensory unit produces a separate image and that compound eyes are not a trait of all arthropods. Teaching Key Ideas: Malpighian Tubes, TE p. 703: Students learn that terrestrial arthropods use this unique excretory system to eliminate wastes while conserving water. Reading Toolbox: Visual Literacy, TE p. 703: Students look at Figure 3 and learn that that the tag line for the spiracle is pointing to an opening in the exoskeleton. Why It Matters: Evolution and Arthropods, TE p. 703: Students look at fossils of trilobites and learn about these extinct arthropods. Arthropod Life Cycle and Groups of Arthropods, SE pp. 704-705: Students read these sections and complete the Reading Check activity on p. 704. Reading Toolbox: Key-Term Fold, SE/TE p. 704: Students make a key-term fold in order to learn the italicized words in this section. Teaching Key Ideas: Arthropod Diversity, TE p. 704: Students learn that arthropods represent 85% of all animal species on Earth; 75% of these species are insects. Reading Toolbox: Visual Literacy, TE p. 704: Students suggest ways that the grasshopper in Figure 5 may protect itself until its exoskeleton is fully developed. Reading Toolbox: Visual Literacy, TE p. 705: Students learn how to interpret a phylogenetic tree. Why It Matters: Crickets in Japanese Culture , TE p. 702: Students learn that to the Japanese, crickets are considered pets and a delightful source of music and artistic pleasure. Why It Matters: Soft-Shelled Crabs , TE p. 704: Students research the organism called the "soft-shelled crab" in terms of edibility and availability. Active Reading W orksheet, CRF p. 8; Answer Key, CRF p. 83: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 82: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Holt Biology, Chapter 29

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Close

C C C Section 1 Review, SE p. 705: Assign Section Review questions for review. Formative Assessment, TE p. 705: Students answer questions about the structure that takes in oxygen to deliver it to cells within an arthropod's body. Quiz, CRF p. 25; Answer Key, CRF p. 85: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 29

SECTION 2 ­ Arachnids and Crustaceans

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 706: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 706: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C E E E O Arachnids and Their Relatives, SE pp. 706-707: Students read this section and complete the Reading Check activity on p. 707. Teaching Key Ideas: Arachnid Diversity, TE p. 706: Students give examples of arachnids and learn about other arachnids besides spiders. Teaching Key Ideas: W hat's a Web For?, TE p. 707: Students become familiar with the ways spiders get food, process it, and distribute nutrients. Teaching Key Ideas: They're Not What You Think!, TE p. 707: Students learn how to tell the difference between an insect and an arachnid. Crustaceans, SE pp. 708-709: Students read this section and complete the Reading Check activity on p. 709. Teaching Key Ideas: Crustaceans, TE p. 708: Students learn about the characteristics of crustaceans and identify examples of these animals. Teaching Key Ideas: Pill Bugs Have Gills, TE p. 708: Students answer questions about pill bugs and their similarities with arthropods. Reading Toolbox: Classification, SE/TE p. 708: Students classify arthropods into groups based on the types of appendages that the animals have. Up Close: Arachnid, SE/TE p. 710: Students view a detailed diagram of the Brown Recluse Spider. Why It Matters: Arachnids and Greek Mythology , TE p. 706: Students learn about Arachne, who in Greek Mythology was turned into a spider by Athena. Why It Matters: Ticks and Lyme Disease , TE p. 707: Students learn about how Lyme Disease is carried by the deer tick and how it can cause serious illness in humans. Active Reading W orksheet, CRF p. 9; Answer Key, CRF p. 83: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF p. 3; Answer Key, CRF p. 82: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 709: Assign Section Review questions for review. Formative Assessment, TE p. 709: Students answer questions about the horseshoe and fiddler crabs. Quiz, CRF p. 26; Answer Key, CRF p. 85: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 29

SECTION 3 ­ Insects

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 712: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 712: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C E E E O Insect Characteristics and Adaptations for Flight, SE pp. 712-713: Students read these sections and complete the Reading Check activity on p. 713. Teaching Key Ideas: W hat is Success?, TE p. 712: Students try to define "success" in terms of an organism's existence on Earth. QuickLab: Bee W ing, SE/TE p. 713; Data Sheet, CRF p. 39; Answer Key, CRF p. 86: In this lab, students observe a bee's wing and build a model of it out of wire, plastic wrap, and tape. Teaching Key Ideas: Adaptations for Flight, TE p. 713: Students learn that before the appearance of flying reptiles, insects were the only organisms able to fly. Insect Life Cycle, Social Insects and Centipedes and Millipedes, SE pp. 714-715: Students read these sections and complete the Reading Check activity on p. 714. Teaching Key Ideas: Metamorphosis, TE p. 714: Students learn about the life cycles of animals who go through metamorphosis and why they do it. Reading Toolbox: W ord Parts, TE p. 714: Students are asked to define metamorphosis. Demonstration: Insect Diversity , TE p. 714: Students are shown examples of live or preserved insects and compare them. Teaching Key Ideas: How Are They Different?, TE p. 715: Students discuss which arthropod characteristic is most pronounced in centipedes and millipedes and which features distinguish them from insects. Up Close: Insect, SE/TE p. 711: Students view a detailed diagram of the Eastern Lubber Grasshopper. Why It Matters: Romance is in the Air, TE p. 711: Students learn that the chirping songs crickets make are generally made by male crickets as part of their courtship behaviors. Why It Matters: Silk Fabric Industry, TE p. 714: Students learn about the process by which silk farmers use the cocoons of silkworms to produce fabric. Math Skills: Cricket Thermometer, TE p. 715: Students learn how to calculate air temperature by counting the number of cricket chirps in 15 seconds. Active Reading W orksheet, CRF pp. 10-11; Answer Key, CRF p. 83: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 4-5; Answer Key, CRF pp. 82-83: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C Section 3 Review, SE p. 715: Assign Section Review questions for review. Formative Assessment, TE p. 715: Students answer questions about classifying an animal by its characteristics. Why It Matters: Come and Get It!, TE p. 716: Students learn about the wiggle dance, a way in which bees communicate to other bees faraway food sources. Quiz, CRF p. 27; Answer Key, CRF p. 85: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 29

SECTION 4 ­ Echinoderms

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 717: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 717: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C E O Echinoderm Characteristics, SE pp. 717-718: Students read this section and complete the Reading Check activity on p. 717. Why It Matters: Delicate Balance, TE p. 717: Students learn about how sea otters help kelp forest thrive by eating sea urchins. Teaching Key Ideas: Radial Symmetry, TE p. 718: Students learn that without an anterior and posterior end, echinoderms have adaptations for eating and moving that are unique among animals. Demonstration: Tube Feet , TE p. 718: Students use a pipette filled with water to show the power of the ampullae in expanding and contracting the tube feet. Echinoderm Diversity, SE p. 719: Students read this section and complete the Reading Check activity. Reading Toolbox: Visual Literacy, TE p. 719: Students look at Figure 15 and describe the properties of echinoderms shown in these photographs. Reading Toolbox: Outlining, SE/TE p. 719: Students use their outline of this section in order to write three sentences that relate the two key ideas to each other. Active Reading W orksheet, CRF pp. 12-13; Answer Key, CRF p. 83: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 6-7; Answer Key, CRF p. 83: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 4 Review, SE p. 719: Assign Section Review questions for review. Formative Assessment, TE p. 719: Students answer questions about the structual feature in echinoderms that control their movement. Quiz, CRF p. 28; Answer Key, CRF p. 85: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 29

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E

O

O O O O

O

O

O

Skills Practice: Chapter 29 Lab, Butterfly Metamorphosis, SE/TE pp. 720-721; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 40-55; Answer Keys, CRF pp. 86-87 Chapter 29 Review, SE/TE pp. 723-724 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 29-31, Chapter Text B (GENERAL) CRF pp. 32-33, or Chapter Test C (ADVANCED) CRF pp. 34-36; Answer Keys, CRF pp. 85-86 Chapter Summary, SE p. 722: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Arthropods and Echinoderms, TE p. 722: Use these activities to reinforce Key Ideas from the chapter: Arthropod Characteristics, Insect Success. Vocabulary Review, CRF pp. 14-15 (SPECIAL NEEDS) or CRF pp. 16-17 (GENERAL); Answer Keys, CRF pp. 83-84: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Tables, CRF pp. 18-19; Answer Key, CRF p. 84: Use this worksheet to review interpreting tables. Skills W orksheet: Concept Mapping, CRF p. 20; Answer Key, CRF p. 84: Use this worksheet to have student map the characteristics of arthropods. Super Summary, TE p. 722 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 23-24; Answer Key, CRF pp. 84-85: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 725: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 21-22; Answer Key, CRF p. 84: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Comparing Arthropods, CRF pp. 56-59; Answer Key, CRF p. 87: Students examine the three arthropods and then classify each specimen based on its physical characteristics. Supplemental Lab: Comparing Echinoderms and Invertebrate Chordates, CRF pp. 60-67; Answer Key, CRF p. 87: Students examine and compare preserved specimens from the phylum Echinodermata (sea star, sea cucumber, sea dollar, and sea urchin) and the subphyla Urochordata (tunicate) and Cephalochordata (lancelet). Supplemental Lab: Crayfish Dissection, CRF pp. 68-77; Answer Key, CRF pp. 87-88: Students observe the external structures of a crayfish and dissect the crayfish to study its internal structures and systems. Supplemental Lab: Modeling Tube Feet, CRF pp. 78-81; Answer Key, CRF p. 88: Students use a surgical glove to model how a sea star expands and contracts its tube feet and uses them to grip surfaces.

Holt Biology, Chapter 29

Holt Biology Homeschool Lesson Plans

Chapter 30 ­ Fishes and Amphibians

Pacing Guide Days 1 & 2 Day 3 Day 4 Day 5 Days 6 & 7 Chapter 30 Introduction, Section 1: The Fish Body Section 2: Groups of Fishes Section 3: The Amphibian Body Section 4: Groups of Amphibians End of Chapter Review and Assessment

Activities suggested in the Chapter 30 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 726-753 · Chapter Resource Files (CRF) CD-ROM, Chapter 30, pp. 1-81 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 30: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 30

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C

E

Reading Toolbox: Assessing Prior Knowledge, TE p. 726: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Fishes and Amphibians, SE p. 726: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 726: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: W ater Breathing, SE/TE p. 727; Data Sheet, CRF p. 37; Answer Key, CRF p. 79: In this lab, students look for evidence of dissolved gas in soda water. Reading Toolbox, SE p. 728: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Graphic Organizers.

Holt Biology, Chapter 30

SECTION 1 ­ The Fish Body

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 729: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 729: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C E E E O Characteristics of Fishes, SE p. 729: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Is It a Fish?, TE p. 729: Students compare several organisms to the goldfish in Figure 1. Movement and Response, SE p. 730: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Natural Selection of Body Shape, TE p. 730: Students diagram the profile of several living and nonliving things that move quickly through water to look for similarities in size and shape. Respiration and Circulation, SE p. 731: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Understanding Countercurrent Flow, TE p. 730: Students review countercurrent flow and are reminded that gases will move from an area of higher concentration to lower concentration. Math Skills: Oxygen Saturation, TE p. 731: Students make a two-column chart to help calculate oxygen saturation. Excretion, SE p. 732: Students read this section and complete the Reading Check activity. QuickLab: Ion Excretion in Fish, SE/TE p. 732; Data Sheet, CRF p. 38; Answer Key, CRF p. 79: In this lab, students examine a graph and answer analysis questions about ion excretion in fish. Reproduction, SE p. 733: Students read this section and complete the Reading Check activity. Math Skills: Percentages, TE p. 733: Students calculate the approximate number of hatchlings that survive to spawn from one female. Why It Matters: Biomimetics: Scuba Gear , TE p. 730: Students learn that studying the design of marine animals aids scientific research in underwater technology. Reading Toolbox: W ord Parts, SE/TE p. 731: Students write a definition in their own words for countercurrent flow. Active Reading W orksheet, CRF p. 9; Answer Key, CRF p. 76: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 75: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 733: Assign Section Review questions for review. Formative Assessment, TE p. 733: Students answer questions about the kidney. Quiz, CRF p. 26; Answer Key, CRF p. 78: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 30

SECTION 2 ­ Groups of Fishes

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 734: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 734: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E E E E O O Jawless Fishes, SE p. 734: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Classification of Fishes, TE p. 734: Students discuss how structural characteristics are often important in classifying organisms and try to classify different organisms into groups. Cartilaginous Fishes, SE p. 735: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Shark Teeth, TE p. 735: Students learn that a shark's teeth and scales are very similar in structure and that the teeth probably evolved from scales. Bony Fishes, SE pp. 736-738: Students read this section and complete the Reading Check activity on p. 738. Teaching Key Ideas: Imprinting, TE p. 736: Students learn that Vegetation and minerals in the water give each stream a unique "flavor," which young salmon imprint and can remember four to five years later when they return to spawn. Up Close: Bony Fishes , TE p. 737: Students view a detailed diagram of a Yellow Perch. Reading Toolbox: Comparisons, TE p. 738: Students work in small groups to make a table that compares each type of fish that they have studied in this section. Demonstration: Glass Catfish, TE p. 736: Students view the glass catfish and see which internal organs they can identify. Why It Matters: Swim Bladders , TE p. 736: Students learn that swim bladders on some fish have been known to leak or rupture, releasing the gas into the body cavity and causing them to float to the top. Reading Toolbox: Concept Map, SE p. 738: Students finish filling in the concept map that they made at the beginning of the chapter. Active Reading W orksheet, CRF pp. 10-11; Answer Key, CRF p. 76: Students read a passage related to the section topic and answer questions. Why It Matters: Career Development , TE p. 735: Students learn about careers aquaculture, fish farming, the tropical fish industry, or work in aquariums. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 75: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 738: Assign Section Review questions for review. Formative Assessment, TE p. 738: Students answer questions about the operculum. Quiz, CRF p. 27; Answer Key, CRF p. 78: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 30

SECTION 3 ­ The Amphibian Body

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 739: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 739: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C E E O Characteristics of Amphibians, SE p. 739: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Gas Exchange, TE p. 739: Students learn that some amphibians have gills instead of lungs and that some have neither gills nor lungs. Movement and Response, SE p. 740: Students read this section and complete the Reading Check activity. Teaching Key Ideas: The Tympanic Membrane, TE p. 740: Students learn that in both the frog and human, the tympanic membrane vibrates in response to sound waves and the vibration is transmitted to the auditory organs. Demonstration: Skeletal Adaptations , TE p. 740: Students view a picture of a frog skeleton to notice the long, sturdy bones of the frog's leg and the thick bone of the hip. Reading Toolbox: Reading Organizer, TE p. 740: Students create a Venn diagram, listing the characteristics that are exclusive to fish, exclusive to amphibians, and common to both groups. Respiration, SE p. 741: Students read this section and complete the Reading Check activity. QuickLab: Modeling Frog Inhalation, SE/TE p. 741; Data Sheet, CRF p. 39; Answer Key, CRF p. 79: In this lab, students use everyday materials to make a model of frog inhalation. Circulation, SE pp. 742-743: Students read this section and complete the Reading Check activity on p. 743. Reading Toolbox: Visual Literacy, TE p. 742: Students closely examine Figure 11 to learn about a frog's heart. Demonstration: Density Gradients , TE p. 742: Students view a glass jar with corn syrup and colored water to compare it to oxygen-rich and oxygen-poor blood. Reading Toolbox: Visual Literacy, TE p. 743: Students use Figure 12 to compare the circulatory pathways of fish and amphibians. Reading Toolbox: Comparisons, SE p. 743: Students write two sentences that compare and two sentences that contrast fish and amphibian circulation. Why It Matters: Do Toads Cause W arts?, TE p. 741: Students learn that the "warty" appearance of the toad's skin is an adaptation for living successfully in dry habitats and is not a skin condition. Active Reading W orksheet, CRF pp. 12-13; Answer Key, CRF p. 76: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 75: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Holt Biology, Chapter 30

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Close

C C C Section 3 Review, SE p. 743: Assign Section Review questions for review. Formative Assessment, TE p. 743: Students answer questions about double-loops circulation. Quiz, CRF p. 28; Answer Key, CRF p. 78: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 30

SECTION 4 ­ Groups of Amphibians

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 744: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 744: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E E O Salamanders and Caecilians, SE pp. 744-745: Students read these sections and complete the Reading Check activity on p. 744. Why It Matters: Decline in Population, TE p. 744: Students research what is being done to slow or stop the decline in the world's amphibian population. QuickLab: Amphibian Leg Structure, SE/TE p. 745; Data Sheet, CRF pp. 40-41; Answer Key, CRF p. 79: In this lab, students use clay to make models of amphibian bones. Reading Toolbox: Analyzing Word Parts, TE p. 745: Students classify amphibians based on the Greek word parts their names contain. Why It Matters: Keeping Eggs Moist, TE p. 745: Students learn how frogs have developed amazing ways to prevent their eggs from drying out. Frogs and Toads, SE pp. 746-747: Students read this section and complete the Reading Check activity on p. 747. Up Close: Frogs, SE/TE p. 746: Students view a detailed diagram of a Leopard Frog. Reading Toolbox: Comparison Table, TE p. 746: Students work in pairs to make a Venn diagram using Water and Land as the categories, and fill it in based on which frog characteristic belongs to each. Demonstration: Tadpole Metamorphosis , TE p. 747: Students observe tadpoles in an aquarium every couple of days to follow their development. Active Reading W orksheet, CRF pp. 14-15; Answer Key, CRF p. 76: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 7-8; Answer Key, CRF pp. 75-76: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 4 Review, SE p. 747: Assign Section Review questions for review. Formative Assessment, TE p. 747: Students answer questions about caecilians. Quiz, CRF p. 29; Answer Key, CRF p. 78: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 30

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E

O

O O O O

O

O

Skills Practice: Chapter 30 Lab, Live Frog Observation, SE/TE pp. 748-749; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 42-53; Answer Keys, CRF pp. 79-81 Chapter 30 Review, SE/TE pp. 751-752 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 30-31, Chapter Text B (GENERAL) CRF pp. 32-33, or Chapter Test C (ADVANCED) CRF pp. 34-36; Answer Keys, CRF p. 78 Chapter Summary, SE p. 750: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Fishes and Amphibians, TE p. 750: Use these activities to reinforce Key Ideas from the chapter: Graphic organizer, Comparisons. Vocabulary Review, CRF p. 16 (SPECIAL NEEDS) or CRF p. 17 (GENERAL); Answer Keys, CRF p. 76: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Diagrams, CRF pp. 18-19; Answer Key, CRF p. 77: Use this worksheet to review interpreting diagrams. Skills W orksheet: Concept Mapping, CRF p. 20; Answer Key, CRF p. 77: Use this worksheet to have student map the classification of fishes. Super Summary, TE p. 750 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 23-25; Answer Key, CRF p. 77: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 753: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 21-22; Answer Key, CRF p. 77: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Frog Dissection, CRF pp. 61-68; Answer Key, CRF p. 81: Students dissect a frog in order to observe the external and internal structures of frog anatomy. Supplemental Lab: Observing Structure and Behavior in Fishes, CRF pp. 69-74; Answer Key, CRF p. 81: Students observe the structural and behavioral adaptations of several species of fish at an aquarium. They then consider how these adaptations help each species survive in its habitat. Supplemental Lab: Perch Dissection, CRF pp. 54-60; Answer Key, CRF p. 81: Students dissect a fish in order to observe the external and internal structures of fish anatomy.

Holt Biology, Chapter 30

Holt Biology Homeschool Lesson Plans

Chapter 31 ­ Reptiles and Birds

Pacing Guide Days 1 & 2 Day 3 Day 4 Day 5 Days 6 & 7 Chapter 31 Introduction, Section 1: The Reptile Body Section 2: Groups of Reptiles Section 3: The Bird Body Section 4: Groups of Birds End of Chapter Review and Assessment

Activities suggested in the Chapter 31 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 754-781 · Chapter Resource Files (CRF) CD-ROM, Chapter 31, pp. 1-73 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 31: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 31

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 754: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Reptiles and Birds, SE p. 754: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 754: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Amniotic Eggs, SE/TE p. 755; Data Sheet, CRF p. 36; Answer Key, CRF pp. 70-71: In this lab, students examine the structure of a familiar amniotic egg--a chicken egg. Reading Toolbox, SE p. 756: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using FoldNotes.

Holt Biology, Chapter 31

SECTION 1 ­ The Reptile Body

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 757: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 757: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C E E O Characteristics of Reptiles, SE p. 757: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Commonality and Diversity, TE p. 757: Students look at pictures of reptiles and discuss the climates in which they're found. Movement and Response, SE pp. 758-759: Students read this section and complete the Reading Check activity on p. 759. QuickLab: Identity of Ectotherms, SE/TE p. 758; Data Sheet, CRF pp. 37-38; Answer Key, CRF p. 71: In this lab, students observe a graph of body temperature vs. air temperature and analyze the findings. Reading Toolbox: W ord Parts, SE/TE p. 758: Students use a dictionary to find the meanings of the prefixes -endo and -ecto. Math Skills: Graphing, TE p. 759: Students look at Figure 3 and predict what it would look like if it were a human. Respiration and Circulation, SE p. 760: Students read this section and complete the Reading Check activity. Math Skills: Surface Area, TE p. 760: Students calculate the surface area of cubes and are asked how this relates to reptiles. Teaching Key Ideas: Surface Area, TE p. 760: Students discuss the advantages of a highly folded lung structure and compare reptile respiration with amphibian respiration. Reproduction, SE p. 761: Students read this section and complete the Reading Check activity. Why It Matters: The Turtle in Lore , TE p. 757: Students learn that the turtle is a central character in mythologies from around the world. Active Reading W orksheet, CRF p. 9; Answer Key, CRF p. 68: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 67: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 761: Assign Section Review questions for review. Formative Assessment, TE p. 761: Students answer questions about the heart and lungs of a reptile. Quiz, CRF p. 23; Answer Key, CRF p. 69: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 31

SECTION 2 ­ Groups of Reptiles

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 762: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 762: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C E E O Turtles and Tortoises, SE p. 762: Students read this section and complete the Reading Check activity. Demonstration: Snake-like Head, TE p. 762: Students compare the long-necked turtle to a snake. Tuataras and Crocodilians, SE p. 763: Students read these sections. QuickLab: Model of W atertight Skin, SE/TE p. 763; Data Sheet, CRF p. 39; Answer Key, CRF p. 71: Students use grapes to model water loss in different types of skin. Teaching Key Ideas: Speciation, TE p. 763: Students learn that turtles, tuataras, and crocodilians have changed little over the last 100 to 200 million years. Why It Matters: Alligators' Sounds , TE p. 763: Students learn that alligators are unusual among reptiles in being able to make definite vocalizations. Lizards and Snakes, SE pp. 764-765: Students read this section and complete the Reading Check activity on p. 765. Up Close : Snakes, SE/TE p. 764: Students view a detailed diagram of a Timber Rattlesnake. Reading Toolbox: Visual Literacy, TE p. 764: Students infer how each feature of a timber rattlesnake shown in the figure is an adaptation for survival. Teaching Key Ideas: Skinks, TE p. 765: Students learn about skinks, and how some lizards and snakes are very similar. Why It Matters: Green Turtles Know How to Get Home , TE p. 762: Students learn about the Green Turtle, which migrates more than 1,250 miles from the waters off the coast of Brazil to the beaches of Ascension Island in the central Atlantic Ocean. Active Reading W orksheet, CRF p. 10; Answer Key, CRF p. 68: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 67: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 765: Assign Section Review questions for review. Formative Assessment, TE p. 765: Students answer questions about reptile orders. Quiz, CRF p. 24; Answer Key, CRF p. 70: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 31

SECTION 3 ­ The Bird Body

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 766: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 766: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C E E E E O Characteristics of Birds, SE pp. 766-767: Students read this section and complete the Reading Check activity on p. 767. Demonstration: Feathers , TE p. 766: Students learn that having feathers is a unique classification characteristic for the class Aves. QuickLab: Average Bone Density, SE/TE p. 767; Data Sheet, CRF pp. 40-41; Answer Key, CRF p. 71: In this lab, students practice calculating average bone density. Teaching Key Ideas: Running Hot, TE p. 767: Students learn that the high body temperature of birds is a byproduct of their rapid metabolism. Adaptations of Birds, SE pp. 768-769: Students read this section and complete the Reading Check activity on p. 769. Teaching Key Ideas: Preening, TE p. 768: Students learn about preening and hypothesize about its function. Why It Matters: Feather Coloration, TE p. 768: Students learn that the coloration of a bird's feathers may be camouflage or important in the selection of a mate. Demonstration: Beaks and Feet , TE p. 769: Students look at photographs of birds and examine the different beaks and feet to make inferences about each bird's habitat and diet. Respiration and Circulation, SE p. 770: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Bird Respiration, TE p. 770: Students view a diagram of the cycle of air in avian respiration and discuss the advantages of this system. Reproduction, SE p. 771: Students read this section and complete the Reading Check activity. Teaching Key Ideas: The Amniotic Egg, TE p. 770: Students answer questions about gas exchange in the amniotic egg. Why It Matters: Brood Parasites, TE p. 770: Students learn that a female brown-headed cowbird will fly to a nest full of eggs and replace one or two with her own. Demonstration: Bird Bones , TE p. 768: Students examine cooked and cleaned bones. Teaching Key Ideas: Avian Adaptation Scavenger Hunt, TE p. 769: Students use a field guide to identify five species of birds that share a feeding strategy and habitat. Reading Toolbox: W ord Parts, SE/TE p. 770: Students examine Figure 13, which shows a bird's air sacs during inhalation and exhalation, and hypothesize about the meanings of the prefixes in- and ex-. Active Reading W orksheet, CRF p. 11; Answer Key, CRF p. 68: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 67: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Holt Biology, Chapter 31

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Close

C C C Section 3 Review, SE p. 771: Assign Section Review questions for review. Formative Assessment, TE p. 771: Students answer questions about birds. Quiz, CRF p. 25; Answer Key, CRF p. 70: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 31

SECTION 4 ­ Groups of Birds

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 772: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 772: Call students' attention to the chart at the top of this page.

Teach

C C C C C C Terrestrial Birds, SE pp. 772-774: Students read this section. Teaching Key Ideas: Introduced Pests, TE p. 772: Students use field guides to compare the ranges of house sparrows and European starlings with those of the bluebird. Up Close: Birds , TE p. 773: Students view a detailed diagram of a bald eagle. Aquatic Birds, SE pp. 774-775: Students read this section and complete the Reading Check activity on p. 774. Reading Toolbox: Double-Door Fold, SE/TE p. 774: Students use a double-door folded note to compare two or more different groups of birds. Teaching Key Ideas: W hite or Dark Meat?, TE p. 774: Students learn that the dark color of some chicken meat is partly due to the presence of myoglobin, a hemoglobin-related molecule that helps provide oxygen to muscles. QuickLab: W ebbed Feet, SE/TE p. 775; Data Sheet, CRF p. 42; Answer Key, CRF p. 71: In this lab, students find out how much of an advantage webbed feet give swimming water birds. Why It Matters: Eagle Feathers, TE p. 773: Students learn that the only people in North America who can legally own eagle feathers are Native Americans. Why It Matters: Trends in Ornithology, TE p. 774: Students research the threatened and endangered birds in their area and write reports about their decline. Active Reading W orksheet, CRF p. 12; Answer Key, CRF p. 68: Students read a passage related to the section topic and answer questions. Why It Matters: Career Development, TE p. 772: Students research the training required to become a veterinarian or assistant. Directed Reading W orksheet, CRF pp. 7-8; Answer Key, CRF p. 68: Students complete the exercises in this worksheet to help them understand the material as they read the section.

C E E E O O

Close

C C C Section 4 Review, SE p. 775: Assign Section Review questions for review. Formative Assessment, TE p. 775: Students answer questions about adaptations of bird beaks and feet. Quiz, CRF p. 26; Answer Key, CRF p. 70: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 31

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E

O

O O O O O

Skills Practice: Chapter 31 Lab, Bird Digestion, SE/TE pp. 776-777; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 43-55; Answer Keys, CRF pp. 71-72 Chapter 31 Review, SE/TE pp. 779-780 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 27-29, Chapter Text B (GENERAL) CRF pp. 30-32, or Chapter Test C (ADVANCED) CRF pp. 33-35; Answer Keys, CRF p. 70 Chapter Summary, SE p. 778: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Reptiles and Birds, TE p. 778: Use these activities to reinforce Key Ideas from the chapter: Fold Notes, Terrestrial Versus Aquatic Characteristics. Vocabulary Review, CRF p. 13 (SPECIAL NEEDS) or CRF p. 14 (GENERAL); Answer Keys, CRF p. 68: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Analyzing Information/Interpreting Graphics, CRF pp. 15-16; Answer Key, CRF pp. 68-69: Use this worksheet to review analyzing information/interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 17; Answer Key, CRF p. 69: Use this worksheet to have student map the characteristics of reptiles and birds. Super Summary, TE p. 778 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 20-22; Answer Key, CRF p. 69: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 781: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 18-19; Answer Key, CRF p. 69: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Conducting a Bird Survey, CRF pp. 56-61; Answer Key, CRF pp. 72-73: Students study six species of birds that live in the local area. They observe a variety of characteristics of the birds and use those characteristics to identify each species. Supplemental Lab: Using a Dichotomous Key to Identify Lizards, CRF pp. 62-66; Answer Key, CRF p. 73: Students use a dichotomous key to identify lizards.

Holt Biology, Chapter 31

Holt Biology Homeschool Lesson Plans

Chapter 32 ­ Mammals

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Chapter 32 Introduction, Section 1: Characteristics of Mammals Section 2: Groups of Mammals Section 3: Evolution of Primates End of Chapter Review and Assessment

Activities suggested in the Chapter 32 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 782-809 · Chapter Resource Files (CRF) CD-ROM, Chapter 32, pp. 1-75 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 32: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 32

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 782: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Mammals, SE p. 782: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 782: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Heat Loss and Hair, SE/TE p. 783; Data Sheet, CRF p. 33; Answer Key, CRF p. 73: In this lab, students perform an experiment to demonstrate how hair or fur keeps in heat. Reading Toolbox, SE p. 784: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using FoldNotes.

Holt Biology, Chapter 32

SECTION 1 ­ Characteristics of Mammals

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 785: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 785: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C Key Characteristics of Mammals, SE p. 785: Students read this section and complete the Reading Check activity. Demonstration: Mammalian Milk, TE p. 785: Students read the list of nutrients on the label of a milk carton and discuss how foreign substances might have gotten there. Endothermy, SE p. 786: Students read this section and complete the Reading Check activity. QuickLab: Mammalian Bones, SE/TE p. 786; Data Sheet, CRF p. 34; Answer Key, CRF p. 73: In this lab, students examine an owl pellet to find out what the owl couldn't digest. Teaching Key Ideas: Mammalian Heart, TE p. 786: Students compare the mammalian heart in Figure 2 to the reptilian and avian hearts presented in Chapter 31. Specialized Teeth, SE p. 787: Students read this section and complete the Reading Check activity. Reading Toolbox: Layered Book, SE/TE p. 787: Students create a layered book that summarizes what they learned about mammals' specialized teeth. Teaching Key Ideas: Carnivore Versus Herbivore, TE p. 787: Students examine Figure 3 and compare a coyote's teeth and deer's teeth. Why It Matters: Omnivorous Humans, TE p. 787: Students learn that because humans eat both plants and animals, they have all four types of teeth. Parental Care, SE p. 788: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Monotreme Adaptations, TE p. 788: Students learn that female monotremes have no nipples; thus, the young do not suckle but instead lap up the milk that oozes out of the pores of the skin. Teaching Key Ideas: Natural Selection at Birth, TE p. 788: Students learn that if a mother marsupial has too many offspring for her nipples, a newborn who does not get a nipple will not survive. Up Close: Mammals, SE p. 789: Students view a detailed diagram of a grizzly bear. Movement and Response, SE p. 790: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Animal Senses, TE p. 790: Students discuss the relationship between each animal's senses and its survival, based on its lifestyle and habitat. Active Reading W orksheet, CRF p. 7; Answer Key, CRF p. 70: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 70: Students complete the exercises in this worksheet to help them understand the material as they read the section.

C C C C E O

Holt Biology, Chapter 32

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Close

C C C Section 1 Review, SE p. 790: Assign Section Review questions for review. Formative Assessment, TE p. 790: Students answer questions about characteristics of mammals. Quiz, CRF p. 22; Answer Key, CRF p. 72: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 32

SECTION 2 ­ Groups of Mammals

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 791: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 791: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E E E E E O Monotremes, SE p. 791: Students read this section and complete the Reading Check activity. Marsupials, SE p. 792: Students read this section and complete the Reading Check activity. QuickLab: Taxonomic Key to Mammals, SE/TE p. 792; Data Sheet, CRF pp. 35-36; Answer Key, CRF p. 73: In this lab, students learn about taxonomic keys and complete one in groups. Why It Matters: Marsupial Population Decline, TE p. 792: Students learn that opossums are the only naturally occurring marsupials on the North American continent. Placental Mammals, SE pp. 793-796: Students read this section and complete the Reading Check activities on pp. 793 and 796. Teaching Key Ideas: Mammalian Subgroups, TE p. 793: Students create a Venn diagram that represents monotremes, marsupials, and placental mammals and list the characteristics of each in the appropriate spot. Reading Toolbox: Visual Literacy, TE p. 794: Students use Figure 9 to answer several questions. Teaching Key Ideas: Metabolic Rate and Body Size, TE p. 795: Students learn that the rate at which mammals metabolize food is often related to their body size. Teaching Key Ideas: W hat's the Greatest Mammal?, TE p. 791: Groups of students each come up with an "All-Time Greatest Mammal" and list the characteristics which make each mammal great. Why It Matters: The Odd Opossum, TE p. 792: Students learn how the first explorers and naturists to observe an opossum were at a loss as to how to classify this organism. Demonstration: Animal Hooves, TE p. 794: Students observe real hooves and compare the animal hoof material with their own fingernails. Reading Toolbox: W ord Problems, SE/TE p. 796: Students calculate the global production of wool. Active Reading W orksheet, CRF p. 8; Answer Key, CRF p. 70: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 70: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 796: Assign Section Review questions for review. Formative Assessment, TE p. 796: Students answer questions about the characteristics of monotremes. Quiz, CRF p. 23; Answer Key, CRF p. 72: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 32

SECTION 3 ­ Evolution of Primates

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 797: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 797: Call students' attention to the chart at the top of this page.

Teach

C C C C C C Characteristics of Primates, SE p. 797: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Life in Trees, TE p. 797: Students discuss what it would be like to live in trees and what adaptations monkeys have that allow them to live in trees. Modern Nonhuman Primate Groups and Early Hominids, SE pp. 798-799: Students read these sections. QuickLab: Opposable Thumbs, SE/TE p. 798; Data Sheet, CRF pp. 37-38; Answer Key, CRF p. 73: In this lab, students do experiments to test how long it takes to do tasks without an opposable thumb. Teaching Key Ideas: Grasping Hands, TE p. 798: Students compare the actions and functions of their hands with the paws of a dog or cat. Why It Matters: Primate Extinction, TE p. 798: Students learn that international scientists predict that within 20 years over 150 of the 625 species or subspecies of primates could become extinct. Teaching Key Ideas: Modern Gorillas and Early Hominids, TE p. 799: Students study the skeletons in Figure 13 and discuss how the differences affect the human's ability to stand erect and be bipedal. Reading Toolbox: W ord Origins, SE/TE p. 799: Students use a dictionary to find the meaning of the name Homo sapiens. The Path to Humans and Modern Humans, SE pp. 800-802: Students read these sections and complete the Reading Check activity on p. 801. Teaching Key Ideas: Hominid Evolution, TE p. 801: Students examine Figure 14 and answer questions about the demarcation of the presence of each species of hominid on the timeline. Teaching Key Ideas: H. habilis Tools, TE p. 801: Students learn that the tools made by H. habilis and other early hominids were crude by modern standards and included only a few varieties. Teaching Key Ideas: Neanderthal Care, TE p. 802: Students learn that Neanderthal skeletons have been found with healed broken bones, indicating that they cared for the sick and injured. Demonstration: Piecing Together the Past , TE p. 800: Students put together a puzzle with missing pieces and compare the activity to scientists piecing human history together through the use of fossil records? Active Reading W orksheet, CRF pp. 9-10; Answer Key, CRF p. 71: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 70: Students complete the exercises in this worksheet to help them understand the material as they read the section.

C C C C

C

C

E E O

Holt Biology, Chapter 32

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Close

C C C C Section 3 Review, SE p. 802: Assign Section Review questions for review. Formative Assessment, TE p. 802: Students answer questions about the unique characteristic of monkeys, apes and humans that causes scientists to relate them more closely than other primates. Why It Matters: A New Species?, TE p. 803: Students learn about the discovery of a new species of hominid, Homo floresiensis. Quiz, CRF p. 24; Answer Key, CRF p. 72: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 32

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E

O

O O O O O

Inquiry: Chapter 32 Lab, Mammalian Characteristics, SE/TE pp. 804-805; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 39-53; Answer Keys, CRF pp. 73-75 Chapter 32 Review, SE/TE pp. 807-808 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 25-27, Chapter Text B (GENERAL) CRF pp. 28-29, or Chapter Test C (ADVANCED) CRF pp. 30-32; Answer Keys, CRF pp. 72-73 Chapter Summary, SE p. 806: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Mammals, TE p. 806: Use these activities to reinforce Key Ideas from the chapter: Mammalian Characteristics, Mammal Orders, Gorillas and Hominids. Vocabulary Review, CRF p. 11 (SPECIAL NEEDS) or CRF p. 12 (GENERAL); Answer Keys, CRF p. 71: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Scientific Illustrations, CRF pp. 1314; Answer Key, CRF p. 71: Use this worksheet to review interpreting scientific illustrations. Skills W orksheet: Concept Mapping, CRF p. 15; Answer Key, CRF p. 71: Use this worksheet to have student map the classification of mammals. Super Summary, TE p. 806 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 18-21; Answer Key, CRF pp. 71-72: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 809: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 16-17; Answer Key, CRF p. 71: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Comparing Winter Dormancy in Mammals, CRF pp. 54-57; Answer Key, CRF p. 75: Students compare the heart rate of two mammals before and during winter dormancy. Supplemental Lab: Fetal Pig Dissection, CRF pp. 58-69; Answer Key, CRF p. 75: Students dissect a fetal pig to learn about its external and internal anatomy.

Holt Biology, Chapter 32

Holt Biology Homeschool Lesson Plans

Chapter 33 ­ Animal Behavior

Pacing Guide Days 1 & 2 Day 3 Days 4 & 5 Chapter 33 Introduction, Section 1: The Nature of Behavior Section 2: Classes of Behavior End of Chapter Review and Assessment

Activities suggested in the Chapter 33 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 810-833 · Chapter Resource Files (CRF) CD-ROM, Chapter 33, pp. 1-66 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 33: · · · · Overview Chapter Correlations Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 33

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C

E

Reading Toolbox: Assessing Prior Knowledge, TE p. 810: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Animal Behavior, SE p. 810: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 810: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: A Ball of Armor, SE/TE p. 811; Data Sheet, CRF p. 32; Answer Key, CRF p. 64: In this lab, students observe how pill bugs respond to a threat stimulus. Reading Toolbox, SE p. 812: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Graphic Organizers.

Holt Biology, Chapter 4

SECTION 1 ­ The Nature of Behavior

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 813: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 813: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C E O O Questions About Behavior, SE pp. 813-814: Students read this section and complete the Reading Check activity on p. 813. Teaching Key Ideas: Pet Stories, TE p. 813: Students describe at least one thing that they have taught their pets an about their method used for training. Influences on Behavior, SE p. 814: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Influences on Behavior, TE p. 814: Students divide into groups and list six different animal behaviors and some of the influences that shape these behaviors. Teaching Key Ideas: Brood Parasitism, TE p. 814: Students learn that the European cuckoo generally selects a nest with eggs that closely mimic hers. Why It Matters: Biological Determinism, TE p. 814: Students are reminded that genes may increase the likelihood that an individual will display a behavior, but the environment determines whether that behavior is displayed. Evolution of Behavior, SE p. 815: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Recognizing Relationships, TE p. 815: Students are asked to come up with some "how" and "why" questions about subjects that they have studied in previous chapters. Reading Toolbox: Everyday W ords in Science, SE/TE p. 815: Students use the word behavior in a sentence to illustrate its role as a trait, not just an action. Innate Behavior and Learned Behavior, SE pp. 816-819: Students read these sections and complete the Reading Check activities on p. 817 and 819. QuickLab: Learned Behavior, SE/TE p. 816; Data Sheet, CRF pp. 33-34; Answer Key, CRF p. 64: In this lab, students test whether a pill bug can find moisture. Teaching Key Ideas: Innate Behavior, TE p. 816: Students design an experiment that would demonstrate that web-building by the orb spider is innate. Teaching Key Ideas: Pavlov's Experiments, TE p. 818: Students learn about unconditioned responses and the function of these responses. Active Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 61: Students read a passage related to the section topic and answer questions. Why It Matters: Career Development , TE p. 817: Students learn about being an animal trainer. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 61: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Holt Biology, Chapter 4

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Close

C C C C C Section 1 Review, SE p. 819: Assign Section Review questions for review. Formative Assessment, TE p. 819: Students answer questions about learned behaviors. Why It Matters: Proud as a Peacock, SE/TE p. 820: Students learn about the ways in which animals attract mates. Reading Toolbox: Visual Literacy, TE p. 820: Students observe several photos to see examples of different ways male animals attract females. Quiz, CRF p. 20; Answer Key, CRF p. 63: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 4

SECTION 2 ­ Classes of Behavior

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 821: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 821: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C E E O O Survival Strategies, SE pp. 821-822: Students read this section. Teaching Key Ideas: Migration, TE p. 822: Students learn that that migration may bring an animal to a more favorable environment where food, shelter, and mates are available, where predators are rare, or where the climate is moderate. Modes of Communication, SE pp. 823-824: Students read this section and complete the Reading Check activities on pp. 823 and 824. QuickLab: Safety in Darkness, SE/TE p. 823; Data Sheet, CRF pp. 35-36; Answer Key, CRF p. 64: In this lab, students observe how beetle larvae avoid bright lights. Teaching Key Ideas: Pheromones, TE p. 824: Students learn about pheromones and the ways organisms use them. Reproductive Strategies, SE pp. 825-827: Students read this section and complete the Reading Check activity on p. 827. Teaching Key Ideas: Social Behavior, TE p. 825: Students learn that reproductive success is dependent upon social and territorial behaviors. Why It Matters: Ability to Reason, TE p. 825: Students learn that scientific evidence collected indicates that nonhuman animals don't have the same level of reasoning abilities that humans have. Teaching Key Ideas: Anthropomorphism, TE p. 826: Students learn that it is not scientifically accurate to attribute human emotions to animals. Reading Toolbox: Predictions, SE/TE p. 826: Students look for sentences on courtship behavior that describe the likelihood that an event will happen. Active Reading W orksheet, CRF p. 7; Answer Key, CRF p. 61: Students read a passage related to the section topic and answer questions. Why It Matters: Career Development, TE p. 824: Students learn about a career as an animal behaviorist. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 61: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C Section 2 Review, SE p. 827: Assign Section Review questions for review. Formative Assessment, TE p. 827: Students answer questions about courtship behaviors and reproductive success. Why It Matters: It's Not Just a Roof Over Her Head, TE p. 827: Students learn about the bowerbird and its complex mating ritual. Quiz, CRF p. 21; Answer Key, CRF p. 63: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 4

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E

O

O O O

O

O

Inquiry: Chapter 33 Lab, Territorial Behavior, SE/TE pp. 828-829; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 37-46; Answer Keys, CRF pp. 64-65 Chapter 33 Review, SE/TE pp. 831-832 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 22-24, Chapter Text B (GENERAL) CRF pp. 25-27, or Chapter Test C (ADVANCED) CRF pp. 28-31; Answer Keys, CRF pp. 63-64 Chapter Summary, SE p. 830: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Animal Behavior, TE p. 830: Use these activities to reinforce Key Ideas from the chapter: Why and How of Behavior, Graphic Organizer, Concept Summary. Vocabulary Review, CRF pp. 8-9 (SPECIAL NEEDS) or CRF pp. 10-11 (GENERAL); Answer Keys, CRF p. 62: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Analyzing Experiments, CRF pp. 12-13; Answer Key, CRF p. 62: Use this worksheet to review analyzing experiments. Skills W orksheet: Concept Mapping, CRF p. 14; Answer Key, CRF p. 62: Use this worksheet to have student map the characteristics of animal behavior. Super Summary, TE p. 830 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 17-19; Answer Key, CRF pp. 62-63: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 833: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 15-16; Answer Key, CRF p. 62: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Observing Animal Behavior, Grant Application, CRF pp. 47-53; Answer Key, CRF p. 65: Students conduct a preliminary study of an animal's behavior. Based on their observations, students then write a short proposal for further research on that animal. Supplemental Lab: Response in the Fruit Fly, CRF pp. 54-60; Answer Key, CRF p. 66: Students use skills in experimentation to set up a procedure and test for the response of fruit flies to two different types of stimuli.

Holt Biology, Chapter 4

Holt Biology Homeschool Lesson Plans

Unit 9 Humans

Chapter 34 ­ Skeletal, Muscular, and Integumentary Systems

Pacing Guide Days 1 & 2 Day 3 Day 4 Day 5 Days 6 & 7 Unit 9 and Chapter 34 Introduction, Section 1: Body Organization Section 2: The Skeletal System Section 3: The Muscular System Section 4: The Integumentary System End of Chapter Review and Assessment

Activities suggested in the Chapter 34 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 834-861 · Chapter Resource Files (CRF) CD-ROM, Chapter 34, pp. 1-68 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 34: · · · · Overview Chapter Correlations Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Unit 2 and Chapter 34

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C C C E

Discoveries in Science: Medical Advances, SE p. 834B: Have students read and discuss the timeline as an introduction to the unit. Biology Career, SE p. 835: Have students read about and discuss the career of Sid Rogers, a high school science teacher. Reading Toolbox: Assessing Prior Knowledge, TE p. 836: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Skeletal, Muscular, and Integumentary Systems, SE p. 836: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 836: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Too Cold for Comfort, SE/TE p. 837; Data Sheet, CRF p. 38; Answer Key, CRF p. 66: In this lab, students demonstrate how your skin protects your body is by sensing pain. Reading Toolbox, SE p. 838: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Science Graphics.

Holt Biology, Chapter 34

SECTION 1 ­ Body Organization

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 839: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 839: Call students' attention to the chart at the top of this page.

Teach

C C C Cells and Tissue Types, SE pp. 839-840: Students read these sections and complete the Reading Check activity on p. 840. Teaching Key Ideas: Stomach Muscles, TE p. 839: Students learn about the activities that occur in the stomach and are asked about the different tissues that can be found there. Teaching Key Ideas: Using Analogies, TE p. 840: Students use a relationship that they are familiar with to help learn the levels of organization in the body. Teaching Key Ideas: Fast-Twitch and Slow-Twitch, TE p. 840: Students learn that fast-twitch muscle fibers work quickly and powerfully for performing tasks such as weightlifting and slow-twitch muscle fibers contract slowly, use less energy, and are used for longer activities, such as distance running. Organs and Organ Systems and Homeostasis, SE pp. 841-842: Students read these sections. Teaching Key Ideas: Tissue and Organ Transplants, TE p. 841: Students study the table on this page and think of body parts that have been transplanted in humans. QuickLab: Investigation of Homeostasis, SE/TE p. 842; Data Sheet, CRF p. 39; Answer Key, CRF p. 66: In this lab, students test to see if they can maintain their body temperature in a variety of conditions. Teaching Key Ideas: Homeostasis, TE p. 842: Students select an endocrine disorder and write a short report about it. Why It Matters: qi and the Body , TE p. 841: Students learn that many scientists now believe that acupuncture is effective for pain because it activates the body's endogenous opiates. Active Reading W orksheet, CRF pp. 6-7; Answer Key, CRF p. 63: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF p. 1; Answer Key, CRF p. 62: Students complete the exercises in this worksheet to help them understand the material as they read the section.

C

C C C C E E O

Close

C C C Section 1 Review, SE p. 842: Assign Section Review questions for review. Formative Assessment, TE p. 842: Students answer questions about the concentration of body fluids. Quiz, CRF p. 25; Answer Key, CRF p. 65: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 34

SECTION 2 ­ The Skeletal System

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 843: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 843: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C E O The Skeleton, SE p. 843: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Functions of Bones, TE p. 843: Students name and identify the functions of the bones in Figure 4. Bones, SE pp. 844-845: Students read this section and complete the Reading Check activity on p. 845. Up Close : Bones, SE/TE p. 844: Students view a detailed diagram of bones and the four types of tissue they contain. Teaching Key Ideas: Bone Strength, TE p. 844: Students learn that a human long bone has the tensile strength of cast iron, but it weighs only one-third as much. QuickLab: Calcium and Bones, SE/TE p. 845; Data Sheet, CRF p. 40; Answer Key, CRF p. 67: In this lab, students soak a clean chicken bone in vinegar for five days and then try to bend it. Teaching Key Ideas: Living Bones, TE p. 845: Students learn about the living and nonliving parts of bone and the functions of each. Reading Toolbox: Venn Diagram, SE/TE p. 845: Students make a Venn diagram to help remember the structure of bone. Why It Matters: Hyoid Bone , TE p. 845: Students learn about the hyoid bone and try to find it in their body. Joints, SE p. 846: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Calcium in Bones, TE p. 846: Students learn that bone tissue is a storage site for calcium, and how the body releases and absorbs the calcium. Active Reading W orksheet, CRF pp. 8-9; Answer Key, CRF p. 63: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 2-3; Answer Key, CRF p. 62: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 2 Review, SE p. 846: Assign Section Review questions for review. Formative Assessment, TE p. 846: Students answer questions about the effect of regular exercise on the skeletal system. Why It Matters: Monster Muscles , SE/TE p. 847: Students learn that selectively bred cattle and genetically modified mice provide clues about how muscle development and genetics are linked. Reading Toolbox: Visual Literacy, TE p. 847: Students compare the appearance of the mouse on the left with the one on the right. Quiz, CRF p. 26; Answer Key, CRF p. 65: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 34

SECTION 3 ­ The Muscular System

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 848: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 848: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C E E O Types of Muscles and Movement and Muscles, SE pp. 848-849: Students read these sections and complete the Reading Check activity on p. 849. Teaching Key Ideas: Demonstration, TE p. 848: Students explore what happens to their biceps when they raise their hand to their shoulder. Teaching Key Ideas: Sequence of Events, TE p. 849: Students learn that muscle cells use ATP after, not during, contraction in order to prepare the muscle for the next contraction. Teaching Key Ideas: Rigor Mortis, TE p. 849: Students learn about what happens to the body after ATP production stops. Structure of Muscles and Muscle Contraction, SE pp. 850-851: Students read these sections and complete the Reading Check activity on p. 850. Reading Toolbox: W ord Parts, SE/TE p. 850: Students learn about the word parts myoand sarco- in relation to muscles. Teaching Key Ideas: Demonstrating Tendons, TE p. 851: Students learn that each finger has a tendon, and those tendons attach to a muscle in the arm. Teaching Key Ideas: Events in Muscle Contraction, TE p. 851: Students examine Figure 8 to help understand the events of muscle contraction. Exercise and Muscle, SE p. 852: Students read this section. Teaching Key Ideas: Identifying Levers, TE p. 852: Students identify all the levers found in the human body. Why It Matters: Achilles Tendon, TE p. 850: Students learn about the Achilles Tendon, which is the strongest and thickest tendon in the human body. Active Reading W orksheet, CRF pp. 10-11; Answer Key, CRF p. 63: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF p. 4; Answer Key, CRF p. 62: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 852: Assign Section Review questions for review. Formative Assessment, TE p. 852: Students answer questions about the main organ systems involved in flexing the arm. Quiz, CRF p. 27; Answer Key, CRF p. 65: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 34

SECTION 4 ­ The Integumentary System

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 853: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 853: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E E O Skin and Functions of Skin, SE pp. 853-854: Students read these sections. Teaching Key Ideas: Melanin and Tanning, TE p. 853: Students learn that a suntan is actually a defense mechanism of the skin and discover how this works. Teaching Key Ideas: Homeothermy, TE p. 854: Students compare an raw egg to a cooked egg to understand what happens to the brain when a person's body temperature rises above 106 degrees Fahrenheit. QuickLab: Fingerprint Analysis, SE/TE p. 855; Data Sheet, CRF p. 41-42; Answer Key, CRF p. 67: In this lab, students record and examine their fingerprints. Teaching Key Ideas: Caring for Skin with Acne, TE p. 855: Students learn the best ways to treat acne and how it works. Hair and Nails and Disorders of Skin, SE pp. 855-856: Students read these sections and complete the Reading Check activity on p. 855. Teaching Key Ideas: Hair Growth, TE p. 856: Students learn that the rate of hair growth differs in different regions of the body, and differs with age and sex. Reading Toolbox: Analogies, SE/TE p. 856: Students use information on this page to solve the following analogy. skin cancer : radiation :: ringworm : _________ Why It Matters: Treating Excessive Sweating, TE p. 854: Students learn that medical researchers have developed a technique for severing nerves within the chest cavity to reduce excessive sweating. Active Reading W orksheet, CRF p. 12; Answer Key, CRF p. 63: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF p. 5; Answer Key, CRF p. 62-63: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 4 Review, SE p. 856: Assign Section Review questions for review. Formative Assessment, TE p. 856: Students answer questions about melanin. Quiz, CRF p. 28; Answer Key, CRF p. 65: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 34

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E

E E E E

O

O O O O

O

Inquiry: Chapter 34 Lab, Analysis of Muscle Fatigue, SE/TE p. 857; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 43-52; Answer Keys, CRF pp. 67-68 Chapter 34 Review, SE/TE pp. 859-860 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 29-31, Chapter Text B (GENERAL) CRF pp. 32-34, or Chapter Test C (ADVANCED) CRF pp. 35-37; Answer Keys, CRF pp. 65-66 Chapter Summary, SE p. 858: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Skeletal, Muscular, and Integumentary Systems, TE p. 858: Use these activities to reinforce Key Ideas from the chapter: Application, Relating Concepts, Making a Book, Flash Cards. Vocabulary Review, CRF pp. 13-14 (SPECIAL NEEDS) or CRF pp. 15-16 (GENERAL); Answer Keys, CRF pp. 63-64: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Graphics, CRF pp. 17-18; Answer Key, CRF p. 64: Use this worksheet to review interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 19; Answer Key, CRF pp. 64-65: Use this worksheet to have student map the organization of body structures. Super Summary, TE p. 858 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 22-24; Answer Key, CRF p. 65: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 861: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 20-21; Answer Key, CRF p. 65: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Comparing Skeletal Joints, CRF pp. 53-56; Answer Key, CRF p. 68: Students explore the types of skeletal joints found in the body by observing an example of each type of joint and surveying the other joints in the body. Supplemental Lab: Heat, Cold and Pressure Receptors, CRF pp. 57-61; Answer Key, CRF p. 68: Students use a protected dissecting pin and hot and cold water to map the topographic distribution of thermal and pressure receptors in the skin.

Holt Biology, Chapter 34

Holt Biology Homeschool Lesson Plans

Chapter 35 ­ Circulatory and Respiratory Systems

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Chapter 35 Introduction, Section 1: The Cardiovascular System Section 2: Cardiovascular Health Section 3: The Respiratory System End of Chapter Review and Assessment

Activities suggested in the Chapter 35 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 862-887 · Chapter Resource Files (CRF) CD-ROM, Chapter 35, pp. 1-72 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 35: · · · · Overview Chapter Correlations Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 35

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 862: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Circulatory and Respiratory Systems, SE p. 862: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 862: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Exercise and Pulse Rate, SE/TE p. 863; Data Sheet, CRF p. 38; Answer Key, CRF p. 69: In this lab, students model the water cycle. Reading Toolbox, SE p. 864: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Fold Notes.

Holt Biology, Chapter 35

SECTION 1 ­ The Cardiovascular System

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 865: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 865: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C C C C C E E O What Is the Cardiovascular System?, SE p. 865: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Liquid or Solid?, TE p. 865: Students learn about the makeup of blood. The Heart, SE pp. 866-867: Students read this section and complete the Reading Check activity on p. 867. Demonstration: Blood Pressure, TE p. 866: Students learn about distance from the heart and how this affects blood pressure. Teaching Key Ideas: Nourishing the Heart, TE p. 866: Students learn about how the heart gets nutrients and oxygen from the blood. Teaching Key Ideas: Abnormal Heart Rhythm, TE p. 867: Students learn about pacemakers and how they are used when the heart's rhythm is abnormal. Blood Vessels, SE p. 868: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Diameters of Blood Vessels, TE p. 868: Students learn about the diameters of veins and arteries. Teaching Key Ideas: A Closed System, TE p. 868: Students learn about how blood is circulated throughout the body. Blood, SE pp. 869-870: Students read this section and complete the Reading Check activity on p. 870. Teaching Key Ideas: How Shape Relates to Function, TE p. 869: Students learn about the shapes and sizes of cells and how this relates to their functions. Reading Toolbox: Three-Panel Flip Chart, SE/TE p. 869: Students create a chart to help them organize their notes on the heart, blood vessels, and blood. QuickLab: Vein Valves, SE/TE p. 870; Data Sheet, CRF p. 39; Answer Key, CRF p. 69: In this lab, students locate the valves of the veins in their arms. Teaching Key Ideas: Blood Clotting, TE p. 870: Students learn about how blood clots. Why It Matters: The Color of Blood, TE p. 870: Students learn about the different colors blood can be and the cause of the difference. Lymphatic System, SE p. 871: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Stability and Homeostasis, TE p. 871: Students learn about lymph nodes. Math Skills : Calculating Rate, TE p. 868: Students learn about the rate at which new red blood cells are created. Active Reading W orksheet, CRF pp. 6-7; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Holt Biology, Chapter 35

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Close

C C C Section 1 Review, SE p. 871: Assign Section Review questions for review. Formative Assessment, TE p. 871: Students answer questions about blood. Quiz, CRF p. 25; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 35

SECTION 2 ­ Cardiovascular Health

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 872: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 872: Call students' attention to the chart at the top of this page.

Teach

C C C C C C E O Cardiovascular Disease, SE pp. 872-873: Students read this section and complete the Reading Check activity on p. 873. Teaching Key Ideas: Blood Clots, TE p. 872: Students learn about how aspirin acts as an anticoagulant. Teaching Key Ideas: Preventing Clots, TE p. 873: Students learn how patients in hospitals avoid blood clots after surgery. Preventing Cardiovascular Disease, SE p. 874: Students read this section and complete the Reading Check activity. Reading Toolbox: Recognizing Main Ideas, SE/TE p. 874: Students are read a paragraph and then asked to identify the main idea. Teaching Key Ideas: Aerobic Exercise, TE p. 874: Students learn about the benefits of aerobic exercise. Active Reading W orksheet, CRF p. 8; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF p. 3; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 2 Review, SE p. 874: Assign Section Review questions for review. Formative Assessment, TE p. 874: Students answer questions about heart attacks. Why It Matters: Living Large, SE/TE p. 875: Students learn about the risks of being obese or overweight. Reading Toolbox: Visual Literacy, TE p. 875: Students discuss the picture of a young man rollerblading. Quiz, CRF p. 26; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 35

SECTION 3 ­ The Respiratory System

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 876: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 876: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C E E E O The Path of Air and Breathing, SE pp. 876-877: Students read these sections and complete the Reading Check activity on p. 877. Why It Matters: A Newborn's First Breath, TE p. 876: Students learn about changes in the cardiovascular system of a newborn after the first breath. Teaching Key Ideas: Muscles Involved in Breathing, TE p. 877: Students learn about the mechanism of breathing. Gas Exchange and Transport, SE pp. 878-879: Students read this section and complete the Reading Check activity on p. 879. Teaching Key Ideas: Effects of Air Pressure, TE p. 878: Students learn about how air pressure affects respiration in humans. QuickLab: Blood pH in Homeostasis, SE/TE p. 879; Data Sheet, CRF pp. 40-41; Answer Key, CRF p. 69: In this lab, students use a pH indicator to model the role of bicarbonate ions in maintaining blood pH levels. Teaching Key Ideas: Respiratory Control Center, TE p. 879: Students learn about how changes in blood pH affect respiration. Respiratory Diseases, SE pp. 880-881: Students read this section and complete the Reading Check activity on p. 881. Reading Toolbox: W ord Parts, SE/TE p. 880: Students use a table to find the definition of the word part tuber-. Teaching Key Ideas: Spirometer, TE p. 880: Students learn about patients in hospitals at risk for lung infections. Why It Matters: Deaths from Lung Disease, TE p. 881: Students learn about rates of death from lung disease and types of lung disease. Teaching Key Ideas: Mucus, TE p. 876: Students learn about nasal mucus. Why It Matters: Saving Lives, TE p. 877: Students learn about the invention of the gas mask. Active Reading W orksheet, CRF pp. 9-10; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 4-5; Answer Key, CRF pp. 65-66: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 881: Assign Section Review questions for review. Formative Assessment, TE p. 881: Students answer questions about respiration. Quiz, CRF p. 27; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 35

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E

E E E E E

O

O O O O

O

Skills Practice: Chapter 35 Lab, Lung Capacity, SE/TE pp. 882-883; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 42-53; Answer Keys, CRF pp. 70-72 Chapter 35 Review, SE/TE pp. 885-886 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 28-30, Chapter Text B (GENERAL) CRF pp. 31-33, or Chapter Test C (ADVANCED) CRF pp. 34-37; Answer Keys, CRF pp. 68-69 Chapter Summary, SE p. 884: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Circulatory and Respiratory Systems, TE p. 884: Use these activities to reinforce Key Ideas from the chapter: Blood Flow, Healthful Practices, Respiratory Structures and Functions. Respiration in Vertebrates, Virtual Investigations CD-ROM Vocabulary Review, CRF pp. 11-12 (SPECIAL NEEDS) or CRF pp. 13-14 (GENERAL); Answer Keys, CRF pp. 66-67: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Graphics, CRF pp. 15-17; Answer Key, CRF p. 67: Use this worksheet to review interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 18; Answer Key, CRF p. 67: Use this worksheet to have student map the structures of the cardiovascular and respiratory systems. Super Summary, TE p. 884 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 22-24; Answer Key, CRF p. 68: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 887: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 19-21; Answer Key, CRF pp. 67-68: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Modeling Capillaries, CRF pp. 54-61; Answer Key, CRF p. 72: Students use tubes of two different diameters to model the diffusion of substances across thick and thin capillaries. Supplemental Lab: Relating Cell Structure to Function, CRF pp. 62-64; Answer Key, CRF p. 72: Students relate the structures of blood cells and alveolar epithelial cells to the functions that the cells perform.

Holt Biology, Chapter 35

Holt Biology Homeschool Lesson Plans

Chapter 36 ­ Digestive and Excretory Systems

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Chapter 36 Introduction, Section 1: Nutrition Section 2: Digestion Section 3: Excretion End of Chapter Review and Assessment

Activities suggested in the Chapter 36 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 888-911 · Chapter Resource Files (CRF) CD-ROM, Chapter 36, pp. 1-78 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 36: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 36

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C

E

Reading Toolbox: Assessing Prior Knowledge, TE p. 888: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Digestive and Excretory Systems, SE p. 888: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 888: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Iron for Breakfast, SE/TE p. 889; Data Sheet, CRF p. 36; Answer Key, CRF p. 72: In this lab, students observe properties of iron in ironenriched breakfast cereals. Reading Toolbox, SE p. 890: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Graphic Organizers.

Holt Biology, Chapter 36

SECTION 1 ­ Nutrition

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 891: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 891: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C E E E O Food and Energy, SE p. 891: Students read this section. Teaching Key Ideas: Nutrients, TE p. 891: Students brainstorm about nutrients necessary for proper body function. Fuel for the Body and Other Essential Nutrients, SE pp. 892-894: Students read these sections. Teaching Key Ideas: A Balanced Diet, TE p. 892: Students learn about nutrients and weight. Reading Toolbox: Classification, SE/TE p. 892: Students classify glucose, sucrose, starch, and cellulose. Teaching Key Ideas: Vitamin Overdoses, TE p. 893: Students learn about the negative effects of taking too many vitamins. QuickLab: The Nutrition Facts Label, SE/TE p. 894; Data Sheet, CRF p. 37; Answer Key, CRF p. 73: In this lab, students make simple observations and draw some conclusions about biodiversity in an ecosystem. Math Skills : Graphing, TE p. 894: Students construct a bar graph showing information of nutrients provided in a serving of a food item. Why It Matters: Mediterranean Eating Habits, TE p. 894: Students learn about eating habits in the Mediterranean and how they affect rates of heart disease. Healthy Eating Habits, SE p. 895: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Obesity and Diabetes, TE p. 895: Students learn about the link between type 2 diabetes and obesity. Why It Matters: Discovery of Role of ATP , TE p. 892: Students learn about the role of ATP in the body. Teaching Key Ideas: Analyzing Vegetarian Diets, TE p. 893: Students discuss varying types of vegetarian diets. Active Reading W orksheet, CRF pp. 6-7; Answer Key, CRF pp. 69-70: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 69: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 895: Assign Section Review questions for review. Formative Assessm ent, TE p. 895: Students answer questions about the functions of lipids in the body. Quiz, CRF p. 24; Answer Key, CRF p. 71: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 36

SECTION 2 ­ Digestion

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 896: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 896: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C E E E E O From Food to Nutrients and Starting Digestion, SE pp. 896-897: Students read these sections. Demonstration: Digestive System Model, TE p. 896: Students learn about the length of the digestive system and the time it takes for food to move through it. Demonstration: Modeling Peristalsis, TE p. 897: Students learn about peristalsis with a visual aid. Why It Matters: Stomach Acid, TE p. 897: Students learn about acids and how they work. Absorbing Nutrients, SE pp. 898-899: Students read this section and complete the Reading Check activity on p. 898. QuickLab: Bile Function Model, SE/TE p. 899; Data Sheet, CRF p. 38; Answer Key, CRF p. 73: In this lab, students use detergent and cooking oil to simulate how bile breaks up fats as part of digestion. Teaching Key Ideas: Function of Small Intestine, TE p. 899: Students learn about the movement of food to the small intestine and its functions. Removing W aste, SE p. 900: Students read this section and complete the Reading Check activity. Reading Toolbox: Key Term Fold, SE/TE p. 900: Students write definitions in their own words about the key terms in this section. Math Skills : Graphing, TE p. 900: Student prepare a bar graph about the average lengths of digestive organs. Why It Matters: Halitosis, TE p. 897: Students learn about the cause of bad breath. Why It Matters: Digestion and Absorption, TE p. 897: Students learn about how nutrients are absorbed into the bloodstream. Teaching Key Ideas: Action of Amylase, TE p. 898: Students learn about how amylase breaks down starch in the small intestine. Active Reading W orksheet, CRF pp. 8-9; Answer Key, CRF p. 70: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 69: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 2 Review, SE p. 900: Assign Section Review questions for review. Formative Assessment, TE p. 900: Students answer questions about the enzyme pepsin. Why It Matters: Digestive Detours, SE/TE p. 901: Students learn about common digestive problems. Reading Toolbox: Visual Literacy, TE p. 901: Students discuss appendicitis. Quiz, CRF p. 25; Answer Key, CRF p. 71: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 36

SECTION 3 ­ Excretion

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 902: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 902: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C E E E O Metabolic W astes and Cleaning the Blood, SE pp. 902-903: Students read these sections and complete the Reading Check activity on p. 903. Demonstration: Observing Excretion , TE p. 902: Students learn about perspiration. Teaching Key Ideas: Active and Passive Transport, TE p. 903: Students learn about mechanisms of passive and active transport in the body. Urinary Excretion, SE p. 904: Students read this section and complete the Reading Check activity. QuickLab: Kidney Filtration Model, SE/TE p. 904; Data Sheet, CRF p. 39; Answer Key, CRF p. 73: In this lab, students model how the kidney filters blood. Kidney Failure, SE p. 905: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Urinary Tract Infections (UTIs), TE p. 905: Students learn how UTIs can happen. Reading Toolbox: Pattern Puzzles, SE/TE p. 903: Students learn about how blood flows through a nephron. Math Skills: Calculating, TE p. 905: Students calculate how much blood the kidneys filter everyday. Active Reading W orksheet, CRF p. 10; Answer Key, CRF p. 70: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF p. 5; Answer Key, CRF p. 69: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 905: Assign Section Review questions for review. Formative Assessment, TE p. 905: Students answer questions about excretion of substances. Quiz, CRF p. 26; Answer Key, CRF p. 71: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 36

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E

O

O O O O

O

Inquiry: Chapter 36 Lab, Lactose Digestion, SE/TE pp. 906-907; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 40-52; Answer Keys, CRF pp. 73-75 Chapter 36 Review, SE/TE pp. 909-910 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 27-28, Chapter Text B (GENERAL) CRF pp. 29-31, or Chapter Test C (ADVANCED) CRF pp. 32-35; Answer Keys, CRF p. 72 Chapter Summary, SE p. 908: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Digestive and Excretory Systems, TE p. 908: Use these activities to reinforce Key Ideas from the chapter: Nutrients, Digestive System, Nephrons. Vocabulary Review, CRF pp. 11-12 (SPECIAL NEEDS) or CRF pp. 13-14 (GENERAL); Answer Keys, CRF p. 70: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Graphics, CRF pp. 15-16; Answer Key, CRF pp. 70-71: Use this worksheet to review interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 17; Answer Key, CRF p. 71: Use this worksheet to have student map the structures and functions of the digestive system. Super Summary, TE p. 908 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 21-23; Answer Key, CRF p. 71: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 911: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 18-20; Answer Key, CRF p. 71: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Reading Labels: Nutritional Information, CRF pp. 53-56; Answer Key, CRF p. 75: Students analyze the information listed on the labels of six assorted food products. Supplemental Lab: Testing Simulated Urine Samples, CRF pp. 57-68; Answer Key, CRF pp. 75-78: Students analyze four simulated urine samples and make a diagnosis for each patient based on the results.

Holt Biology, Chapter 36

Holt Biology Homeschool Lesson Plans

Chapter 37 ­ The Body's Defenses

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Chapter 4 Introduction, Section 1: Protecting Against Disease Section 2: Eliminating Invaders Section 3: Immune System Dysfunctions End of Chapter Review and Assessment

Activities suggested in the Chapter 37 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 912-935 · Chapter Resource Files (CRF) CD-ROM, Chapter 37, pp. 1-70 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 37: · · · · · Overview Chapter Correlations Misconception Alert Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 37

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C

E

Reading Toolbox: Assessing Prior Knowledge, TE p. 912: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: The Body's Defenses, SE p. 912: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 912: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Barrier Breaking, SE/TE p. 913; Data Sheet, CRF p. 35; Answer Key, CRF p. 67: In this lab, students use a protective glove to model skin as a barrier. Reading Toolbox, SE p. 914: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Graphic Organizers.

Holt Biology, Chapter 37

SECTION 1 ­ Protecting Against Disease

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 915: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 915: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E O Preventing Entry, SE p. 915: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Mosquito Bites, TE p. 915: Students learn about why mosquito bites look the way they do. Nonspecific Immune Responses and Specific Immune Responses, SE pp. 916-918: Students read these sections and complete the Reading Check activity on p. 917. Teaching Key Ideas: Monitoring the Immune Response, TE p. 916: Students answer questions about the immune response. Reading Toolbox: W ord Parts, SE/TE p. 916: Students learn about the word part pathand the suffix -gen. Teaching Key Ideas: Frequency of Colds, TE p. 917: Students hypothesize about why adults and teens get fewer colds than children. Why It Matters: Symbiotic Bacteria, TE p. 917: Students learn about the protective factors of symbiotic bacteria. QuickLab: Antigen Binding, SE/TE p. 918; Data Sheet, CRF p. 36; Answer Key, CRF p. 68: In this lab, students observe what happens when receptors in blood-typing serum bind to the antigens on simulated red blood cells. Active Reading W orksheet, CRF pp. 6-7; Answer Key, CRF p. 64: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF p. 1; Answer Key, CRF p. 63: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 918: Assign Section Review questions for review. Formative Assessment, TE p. 918: Students answer questions about histamines. Quiz, CRF p. 24; Answer Key, CRF p. 66: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 37

SECTION 2 ­ Eliminating Invaders

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 919: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 919: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E E O Activating a Specific Immune Response, SE p. 919: Students read this section. Teaching Key Ideas: Graphic Organizer, TE p. 919: Students create a graphic organizer that shows type of cells and functions. Destroying Infected Cells and Removing Pathogens at Large, SE pp. 920-921: Students read these sections and complete the Reading Check activity on p. 920. Demonstration: Germs Everywhere, TE p. 920: Students learn about microorganisms by growing them on Petri dishes. Teaching Key Ideas: Know Your White Cells, TE p. 921: Students answer questions about white blood cells. Long-Term Protection, SE pp. 922-923: Students read this section and complete the Reading Check activity on p. 923. Teaching Key Ideas: Antigen Shifting, TE p. 922: Students learn about changes in the surface proteins of viruses. QuickLab: The Eradication of Polio, SE/TE p. 923; Data Sheet, CRF pp. 37-38; Answer Key, CRF p. 68: In this lab, students learn about the polio vaccine. Reading Toolbox: Pattern Puzzle, SE/TE p. 920: Students make a pattern puzzle to help them remember the steps of the immune response system. Active Reading W orksheet, CRF p. 8; Answer Key, CRF p. 64: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 2-3; Answer Key, CRF p. 63: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 923: Assign Section Review questions for review. Formative Assessment, TE p. 923: Students answer questions about cells and their functions. Quiz, CRF p. 25; Answer Key, CRF p. 66: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 37

SECTION 3 ­ Immune System Dysfunctions

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 924: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 924: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C E E O Allergies, SE pp. 924-926: Students read this section and complete the Reading Check activity on p. 925. Teaching Key Ideas: Antihistamines, TE p. 924: Students learn about why antihistamines help with allergies. QuickLab: Constricted Airways, SE/TE p. 925; Data Sheet, CRF p. 39; Answer Key, CRF p. 68: In this lab, students learn about what happens during an asthma attack. Why It Matters: Allergies & Culture, TE p. 926: Students learn about the risk factors for asthma. Autoimmune Diseases and Immune Deficiency, SE pp. 927-929: Students read these sections and complete the Reading Check activity on p. 929. Teaching Key Ideas, TE p. 927: Students answer questions about the diseases and symptoms listed in Figure 11. Teaching Key Ideas: Organ Rejection, TE p. 928: Students learn about immunosuppressants. Why It Matters: SCID, TE p. 928: Students learn about humans' dependence on a functional immune system. Teaching Key Ideas: Visual Literacy, TE p. 929: Students learn about T cells and what happens to them after an HIV infection. Math Skills: Chain Reaction, TE p. 929: Students learn about why HIV keeps spreading throughout the population. Reading Toolbox: Mnemonics, SE/TE p. 928: Students create a mnemonic device to help them remember types of immune system dysfunctions. Active Reading W orksheet, CRF pp. 9-10; Answer Key, CRF p. 64: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 4-5; Answer Key, CRF pp. 63-64: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 929: Assign Section Review questions for review. Formative Assessment, TE p. 929: Students answer questions about allergic reactions. Quiz, CRF p. 26; Answer Key, CRF p. 67: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 37

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E

O

O O O

O

O

Skills Practice: Chapter 37 Lab, Disease Transmission Model, SE/TE pp. 930-931; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 40-52; Answer Keys, CRF pp. 68-69 Chapter 37 Review, SE/TE pp. 933-934 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 27-28, Chapter Text B (GENERAL) CRF pp. 29-30, or Chapter Test C (ADVANCED) CRF pp. 31-34; Answer Keys, CRF p. 67 Chapter Summary, SE p. 932: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: The Body's Defenses, TE p. 932: Use these activities to reinforce Key Ideas from the chapter: Lines of Defense, Immune Response. Vocabulary Review, CRF pp. 11-12 (SPECIAL NEEDS) or CRF pp. 13-14 (GENERAL); Answer Keys, CRF p. 65: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Graphics, CRF pp. 15-16; Answer Key, CRF p. 65: Use this worksheet to review interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 17; Answer Key, CRF p. 65: Use this worksheet to have student map the characteristics of the body's defenses. Super Summary, TE p. 932 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 20-23; Answer Key, CRF p. 66: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 935: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 18-19; Answer Key, CRF p. 66: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Calculating Contagion, CRF pp. 53-56; Answer Key, CRF p. 70: Students investigate the transmission of typhoid fever by analyzing a graph of the concentration of S. typhi in the blood and feces of an infected person. They also study the body's response to infection by examining how the concentration of antibodies to S. typhi changes over time. Supplemental Lab: Testing for Vitamin C, CRF pp. 57-62; Answer Key, CRF p. 70: Students use an indicator to test for the vitamin C content of various types of juices and to determine how preparation and storage methods affect the vitamin C content of orange juice.

Holt Biology, Chapter 37

Holt Biology Homeschool Lesson Plans

Chapter 38 ­ Nervous System

Pacing Guide Days 1 & 2 Day 3 Day 4 Day 5 Days 6 & 6 Chapter 38 Introduction, Section 1: Structures of the Nervous System Section 2: Neurons and Nerve Impulses Section 3: Sensory Systems Section 4: Nervous System Dysfunction End of Chapter Review and Assessment

Activities suggested in the Chapter 38 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 936-967 · Chapter Resource Files (CRF) CD-ROM, Chapter 38, pp. 1-87 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 38: · · · · Overview Chapter Correlations Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 38

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C

E

Reading Toolbox: Assessing Prior Knowledge, TE p. 936: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Nervous System, SE p. 936: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 936: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Pass It On, SE/TE p. 937; Data Sheet, CRF pp. 44-45; Answer Key, CRF p. 84: In this lab, students use dominoes to model the network of transmission lines that carry messages throughout your body. Reading Toolbox, SE p. 938: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Graphic Organizers.

Holt Biology, Chapter 38

SECTION 1 ­ Structures of the Nervous System

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 939: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 939: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C E O Central Nervous System, SE pp. 939-941: Students read this section and complete the Reading Check activity on p. 939. Teaching Key Ideas: Blinking Reflex, TE p. 939: Students learn about reflexes. Teaching Key Ideas: Brain Structure and Intelligence, TE p. 940: Students learn about structural differences in the brains of people who are geniuses. Reading Toolbox: Finding Main Ideas, SE/TE p. 940: Students find the main idea related to the thalamus and hypothalamus and write a paragraph about their relationship. Why It Matters: Brain Size, TE p. 940: Students compare homo sapiens' brain size to other hominids throughout history. Why It Matters: Meningitis, TE p. 941: Students learn about the cause of meningitis. Teaching Key Ideas: Spinal Cord Injuries, TE p. 941: Students learn about what happens to nerves and motor commands after a spinal cord injury. Why It Matters: Stress and the Brain, TE p. 941: Students learn how the hypothalamus may be related to psychosomatic illnesses. Peripheral Nervous System and The Spinal Reflex, SE pp. 942-943: Students read these sections and complete the Reading Check activity on p. 943. Teaching Key Ideas: Control of Movement, TE p. 942: Students learn about movements controlled by the autonomic nervous system. Why It Matters: Referred Pain, TE p. 942: Students learn about pain that originates in a location different to where it is felt. Reading Toolbox: Visual Literacy, TE p. 942: Students learn about the steps of the spinal reflex. QuickLab: Knee-Jerk Reflex, SE/TE p. 943; Data Sheet, CRF p. 46; Answer Key, CRF p. 84: In this lab, students explore the involuntary action in the knee-jerk reflex. Active Reading W orksheet, CRF pp. 10-11; Answer Key, CRF p. 80: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 79: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 943: Assign Section Review questions for review. Formative Assessment, TE p. 943: Students answer questions about the cerebellum. Quiz, CRF p. 30; Answer Key, CRF p. 83: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 38

SECTION 2 ­ Neurons and Nerve Impulses

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 944: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 944: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C E E E O Our Electrical Body and Structure of Neurons, SE pp. 944-945: Students read these sections and complete the Reading Check activity on p. 945. Teaching Key Ideas: Nervous System Function, TE p. 944: Students brainstorm about the functions of the nervous system. Teaching Key Ideas: Information Transfer, TE p. 945: Students use the game Telephone to understand the way nerve impulses pass through the body. Why It Matters: Phenylketonuria, TE p. 945: Students learn about the causes of phenylketonuria. Generating a Nerve Impulse, SE pp. 946-947: Students read this section and complete the Reading Check activity on p. 947. Teaching Key Ideas: Resting Potential, TE p. 946: Students learn about resting potential in neurons. Reading Toolbox: Visual Literacy, TE p. 947: Students learn about action potential using Figure 9. Reading Toolbox: Finding Main Ideas, SE/TE p. 947: Students identify the main ideas of the concept of threshold. Communication Between Neurons, SE pp. 948-949: Students read this section and complete the Reading Check activity on p. 948. QuickLab: The Action Potential, SE/TE p. 948; Data Sheet, CRF pp. 47-48; Answer Key, CRF p. 84: In this lab, students answer questions about the action potential. Why It Matters: Nature of Synapses, TE p. 948: Students learn about nerve impulses and how they travel. Teaching Key Ideas: Synaptic Transmission, TE p. 949: Students learn about neurotransmitter molecules. Why It Matters: Squid Neurons, TE p. 946: Students learn about how squids were used to measure resting potential. Math Skills : Number Operations, TE p. 948: Students learn about neurons and synapses. Active Reading W orksheet, CRF pp. 12-13; Answer Key, CRF pp. 80-81: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 79: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 949: Assign Section Review questions for review. Formative Assessment, TE p. 949: Students answer questions about synapses. Quiz, CRF p. 31; Answer Key, CRF p. 83: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 38

SECTION 3 ­ Sensory Systems

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 950: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 950: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C C E O Perception of Stimuli, SE p. 950: Students read this section and complete the Reading Check activity. Demonstration: Visual Feedback and Touch , TE p. 950: Students work in pairs to learn about visual feedback and touch. Sensory Receptors, SE pp. 951-953: Students read this section and complete the Reading Check activity on p. 952. QuickLab: Your Blind Spot, SE/TE p. 951; Data Sheet, CRF p. 49; Answer Key, CRF p. 84: In this lab, students where the optic nerve exits the back of the eye. Teaching Key Ideas: Interpreting Images, TE p. 951: Students learn about how we interpret images. Why It Matters: Glaucoma, TE p. 951: Students learn about the cause of glaucoma. Teaching Key Ideas: Measuring Sound, TE p. 952: Students learn about how the loudness of sound is measured. Teaching Key Ideas: The "Five" Senses, TE p. 952: Students learn about the senses. Demonstration: Observing Balance , TE p. 952: Students work with a partner to observe how the body keeps a sense of balance. Reading Toolbox: Spider Map, SE/TE p. 952: Students construct a spider map to help them organize ideas in this section. Teaching Key Ideas: Touch Receptors, TE p. 953: Students learn about touch receptors and their location. Teaching Key Ideas: Discriminating Touch, TE p. 953: Students work in pairs to learn about discriminating touch. Processing of Sensory Information, SE p. 954: Students read this section. Reading Toolbox: Visual Literacy, TE p. 954: Students learn about functions in the lobes of the brain. Active Reading W orksheet, CRF pp. 14-15; Answer Key, CRF p. 81: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 5-6; Answer Key, CRF pp. 79-80: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 3 Review, SE p. 954: Assign Section Review questions for review. Formative Assessment, TE p. 954: Students answer questions about the cochlea. Why It Matters: Your Amazing Brain, SE/TE p. 955: Students learn about traumatic brain injury. Reading Toolbox: Visual Literacy, TE p. 955: Students learn about changes that take place in a person's brain as they age. Quiz, CRF p. 32; Answer Key, CRF p. 83: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 38

SECTION 4 ­ Nervous System Dysfunction

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 956: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 956: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C E E E O Psychoactive Drugs, SE pp. 956-958: Students read this section and complete the Reading Check activities on p. 956 and 958. Teaching Key Ideas: Nicotine, TE p. 956: Students learn about the poisonous characteristics of nicotine. QuickLab: Impaired Senses, SE/TE p. 957; Data Sheet, CRF pp. 50-51; Answer Key, CRF p. 85: In this lab, students learn about mind-altering drugs and their affects on the senses. Teaching Key Ideas: Tests for Impairment, TE p. 957: Students learn about the different tests for impairment besides the breathalyzer. Teaching Key Ideas: Marijuana, TE p. 958: Students learn about THC in marijuana. Neural Changes, SE p. 959: Students read this section and complete the Reading Check activity. Reading Toolbox: Visual Literacy, TE p. 959: Students learn that addiction is both psychological as well physiological. Nervous System Disorders, SE pp. 960-961: Students read this section and complete the Reading Check activity on p. 961. Teaching Key Ideas: Cause of MS, TE p. 960: Students learn about the possible causes of MS. Teaching Key Ideas: Traumatic Brain Injuries, TE p. 960: Students learn about different types of head injuries involved in bicycling and skateboarding. Teaching Key Ideas: Spinal Cord Injury, TE p. 961: Students learn about celebrities who suffered spinal cord injuries. Why It Matters: Dangerous Street Drugs, TE p. 958: Students learn about the illegal street drug "croak." Teaching Key Ideas: Drugs and Their Effects, TE p. 959: Students work in groups to create tables about drugs, their desired effects, and possible side effects. Active Reading W orksheet, CRF p. 16; Answer Key, CRF p. 81: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 7-9; Answer Key, CRF p. 80: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 4 Review, SE p. 961: Assign Section Review questions for review. Formative Assessment, TE p. 961: Students answer questions about the effects of cocaine. Quiz, CRF p. 33; Answer Key, CRF p. 83: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 38

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E E

O

O O O O

O

Inquiry: Chapter 38 Lab, Reaction Times, SE/TE pp. 962-963; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 52-66; Answer Keys, CRF pp. 85-86 Chapter 38 Review, SE/TE pp. 965-966 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 34-36, Chapter Text B (GENERAL) CRF pp. 37-39, or Chapter Test C (ADVANCED) CRF pp. 40-43; Answer Keys, CRF pp. 83-84 Chapter Summary, SE p. 964: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Nervous System, TE p. 964: Use these activities to reinforce Key Ideas from the chapter: Understanding Concepts, Sequencing, Diagramming, Vocabulary. Responses of the Human Nervous System, Virtual Investigations CD-ROM Vocabulary Review, CRF pp. 17-18 (SPECIAL NEEDS) or CRF pp. 19-20 (GENERAL); Answer Keys, CRF p. 81: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Information, CRF pp. 21-22; Answer Key, CRF p. 82: Use this worksheet to review interpreting information. Skills W orksheet: Concept Mapping, CRF p. 23; Answer Key, CRF p. 82: Use this worksheet to have student map the structures of the nervous system. Super Summary, TE p. 964 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 26-29; Answer Key, CRF pp. 82-83: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 967: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 24-25; Answer Key, CRF p. 82: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Investigating Vision, CRF pp. 67-71; Answer Key, CRF p. 86: Students use their sense of vision to get a fuller understanding of the potentials for and the limits of sight. Supplemental Lab: Distribution of Touch Receptors, CRF pp. 72-78; Answer Key, CRF p. 87: Students use a paper clip to map the topographic density of touch receptors in skin on different parts of the body.

Holt Biology, Chapter 38

Holt Biology Homeschool Lesson Plans

Chapter 39 ­ Endocrine System

Pacing Guide Days 1 & 2 Day 3 Days 4 & 5 Chapter 39 Introduction, Section 1: Hormones Section 2: Major Endocrine Glands End of Chapter Review and Assessment

Activities suggested in the Chapter 39 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 968-989 · Chapter Resource Files (CRF) CD-ROM, Chapter 39, pp. 1-58 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 39: · · · · Overview Chapter Correlations Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 39

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 968: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Endocrine System, SE p. 968: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 968: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: Flight, Flight, or Speech?, SE/TE p. 969; Data Sheet, CRF p. 30; Answer Key, CRF p. 55: In this lab, students experiment with the effect of public speaking on heart rate. Reading Toolbox, SE p. 970: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using FoldNotes.

Holt Biology, Chapter 39

SECTION 1 ­ Hormones

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 971: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 971: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C C C C C E O What Is the Endocrine System? and Where Are Hormones Made?, SE pp. 971-972: Students read these sections and complete the Reading Check activity on p. 972. Teaching Key Ideas: Demonstrating Response to Noise, TE p. 971: Students learn about our response to noise. Teaching Key Ideas: Exocrine or Endocrine, TE p. 972: Students learn about the glands in the exocrine and endocrine systems. Why It Matters: Cholesterol, TE p. 972: Students learn about positive characteristics of cholesterol. Hormones and Receptors, SE p. 973: Students read this section and complete the Reading Check activity. QuickLab: Observing Solubilities, SE/TE p. 973; Data Sheet, CRF p. 31; Answer Key, CRF p. 55: In this lab, students learn about hormones that are and are not water soluble. Teaching Key Ideas: Receptor Sites, TE p. 973: Students learn about molecules with highly specific places to which a protein or other substrate must bind in order to function. Why It Matters: Prostaglandins, TE p. 973: Students learn about the vital role of prostaglandins in labor and delivery. Hormone Function, SE pp. 974-975: Students read this section and complete the Reading Check activity on p. 975. Reading Toolbox: Visual Literacy, TE p. 974: Students learn about how hormones act as the "first messenger." Why It Matters: Cortisol, TE p. 974: Students learn about the role of cortisol in the body. Reading Toolbox: Visual Literacy, TE p. 975: Students learn about steroid hormones and how they penetrate the cell membrane. Reading Toolbox: Cause and Effect, SE/TE p. 975: Students write cause-and-effect statements about how hormones affect target cells. Control of Hormone Levels, SE pp. 976-977: Students read this section and complete the Reading Check activity on p. 976. Teaching Key Ideas: Examples of Feedback Systems, TE p. 976: Students learn about negative feedback systems. Teaching Key Ideas: Malfunction In Feedback Systems, TE p. 976: Students learn about what happens when a negative feedback system is damaged. Teaching Key Ideas: Disorders of Sex Hormones, TE p. 977: Students learn about the main types of hormones found in males and females and their proportions. Active Reading W orksheet, CRF pp. 5-6; Answer Key, CRF p. 52: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 52: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Holt Biology, Chapter 39

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Close

C C C Section 1 Review, SE p. 977: Assign Section Review questions for review. Formative Assessment, TE p. 977: Students answer questions about glands. Quiz, CRF p. 19; Answer Key, CRF p. 54: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 39

SECTION 2 ­ Major Endocrine Glands

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 978: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 978: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C E E E E O Controlling the Endocrine System and Regulating Metabolism, SE pp. 978-980: Students read these sections and complete the Reading Check activity on p. 979. Teaching Key Ideas: Prader-Willi Syndrome, TE p. 978: Students learn about what happens if the hypothalamus malfunctions. Teaching Key Ideas: Growth Hormone, TE p. 979: Students learn about the effects of growth hormone on the body. Teaching Key Ideas: Hyperthyroidism, TE p. 980: Students learn about the effects of hyperthyroidism. Responding to Stress and Regulating Reproduction, SE pp. 981-982: Students read these sections and complete the Reading Check activity on p. 981. Reading Toolbox: Booklet, SE/TE p. 981: Students make a booklet to organize notes about endocrine glands. Teaching Key Ideas: Adrenal Cortex and Sex Hormones, TE p. 982: Students learn about gonadocorticoids and where they are produced. Why It Matters: Identifying Growth Hormones, TE p. 979: Students learn about the discovery of growth hormones. Why It Matters: Heart Hormones, TE p. 980: Students learn about hormones produced by the heart. Teaching Key Ideas: Corticosteroid Research, TE p. 981: Students learn about the discovery of artificial corticosteroids and their applications. Active Reading W orksheet, CRF pp. 7-8; Answer Key, CRF p. 53: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 52: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 2 Review, SE p. 982: Assign Section Review questions for review. Formative Assessment, TE p. 982: Students answer questions about cortisol. Why It Matters: Diabetes, SE/TE p. 983: Students learn about type 2 diabetes. Reading Toolbox: Visual Literacy, TE p. 983: Students learn about exercise. Quiz, CRF p. 20; Answer Key, CRF p. 54: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 39

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E

O

O O O O O

Inquiry: Chapter 39 Lab, Epinephrine and Heart Rate, SE/TE pp. 984-985; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 32-44; Answer Keys, CRF pp. 56-57 Chapter 39 Review, SE/TE pp. 987-988 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 21-23, Chapter Text B (GENERAL) CRF pp. 24-25, or Chapter Test C (ADVANCED) CRF pp. 26-29; Answer Keys, CRF pp. 54-55 Chapter Summary, SE p. 986: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Endocrine System, TE p. 986: Use these activities to reinforce Key Ideas from the chapter: Identifying Structure and Function, Making Riddles. Vocabulary Review, CRF p. 9 (SPECIAL NEEDS) or CRF p. 10 (GENERAL); Answer Keys, CRF p. 53: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Graphics, CRF pp. 11-12; Answer Key, CRF p. 53: Use this worksheet to review interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 13; Answer Key, CRF p. 53: Use this worksheet to have student map the structures and functions of the endocrine system. Super Summary, TE p. 986 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 16-18; Answer Key, CRF p. 54: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 989: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 14-15; Answer Key, CRF p. 53: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Graphing Growth Rate Data, CRF pp. 45-47; Answer Key, CRF p. 57: Students analyze the relationship between age and human growth. Supplemental Lab: Leptin and the Endocrine System, CRF pp. 48-51; Answer Key, CRF p. 57-58: Students interpret a figure that shows the mechanism and pathways utilized by leptin.

Holt Biology, Chapter 39

Holt Biology Homeschool Lesson Plans

Chapter 40 ­ Reproduction and Development

Pacing Guide Days 1 & 2 Day 3 Day 4 Day 5 Days 6 & 7 Chapter 40 Introduction, Section 1: The Male Reproductive System Section 2: The Female Reproductive System Section 3: Human Development Section 4: Sexually Transmitted Infections End of Chapter Review and Assessment

Activities suggested in the Chapter 40 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 990-1013 · Chapter Resource Files (CRF) CD-ROM, Chapter 40, pp. 1-71 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 40: · · · · Overview Chapter Correlations Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 40

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C E

Reading Toolbox: Assessing Prior Knowledge, TE p. 990: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Reproduction and Development, SE p. 990: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 990: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: A Closer Look at Gametes, SE/TE p. 991; Data Sheet, CRF p. 39; Answer Key, CRF p. 69: In this lab, students examine a mammalian ovary and sperm. Reading Toolbox, SE p. 992: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using FoldNotes.

Holt Biology, Chapter 40

SECTION 1 ­ The Male Reproductive System

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 993: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 993: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E O Sperm Production, SE p. 993: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Identifying Preconceptions, TE p. 993: Students discuss who is at risk for cancer. Why It Matters: Risk of Disorders In Offspring, TE p. 993: Students learn about possible risk factors for disorders in offspring. Sperm's Path Through the Body, SE p. 994: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Vasectomy, TE p. 994: Students learn what a vasectomy is. Teaching Key Ideas: Using Visuals, TE p. 994: Students learn about sperm. Semen and Sperm Delivery, SE p. 995: Students read these sections and complete the Reading Check activity. Teaching Key Ideas: Testicular Injury, TE p. 995: Students learn about testicular injuries. Active Reading W orksheet, CRF pp. 8-9; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 1-2; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 1 Review, SE p. 995: Assign Section Review questions for review. Formative Assessment, TE p. 995: Students answer questions about sperm. Quiz, CRF p. 25; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 40

SECTION 2 ­ The Female Reproductive System

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 996: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 996: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C E E E O Egg Production, SE pp. 996-997: Students read this section and complete the Reading Check activity on p. 997. Teaching Key Ideas: Female Fertility, TE p. 996: Students answer questions about female fertility and birth. Teaching Key Ideas: Path of an Egg, TE p. 997: Students trace the path of an egg to the place where the egg and the sperm meet. Reading Toolbox: Finding Main Ideas, SE/TE p. 997: Students identify the main idea of a paragraph. Why It Matters: Sperm and Egg Size, TE p. 997: Students learn about why the sperm and egg are different sizes. Preparation for Pregnancy, SE pp. 998-999: Students read this section and complete the Reading Check activity on p. 999. Teaching Key Ideas: Location of the Uterus, TE p. 998: Students identify the location of the uterus in the female body. Math Skills : Calculating Percent, TE p. 998: Students calculate the percentage of eggs that will be released throughout the fertile period of a female. Teaching Key Ideas: Interpreting Graphics, TE p. 999: Students answer questions about the menstrual cycle using graphics. Why It Matters: Fat Intake, TE p. 999: Students learn about estrogen production and fat intake. Menstrual Cycle, SE p. 1000: Students read this section and complete the Reading Check activity. QuickLab: Hormone Secretions, SE/TE p. 1000; Data Sheet, CRF pp. 40-41; Answer Key, CRF p. 69: Students answer questions about the ovarian and menstrual cycles. Teaching Key Ideas: Vocabulary, TE p. 997: Students learn about the word cervix. Why It Matters: Fertility and Youth, TE p. 998: Students learn that women can become pregnant before their menstrual cycle begins. Active Reading W orksheet, CRF p. 10; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 3-4; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 1000: Assign Section Review questions for review. Formative Assessment, TE p. 1000: Students answer questions about the ovarian cycle. Quiz, CRF p. 26; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 40

SECTION 3 ­ Human Development

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 1001: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 1001: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E E O Fertilization and First Trimester, SE pp. 1001-1003: Students read these sections and complete the Reading Check activity on p. 1003. Teaching Key Ideas: Rates of Development, TE p. 1001: Students learn about the rate of development of a fertilized egg. Teaching Key Ideas: Exchange of Materials, TE p. 1002: Students learn about how the embryo receives nutrients and oxygen. Reading Toolbox: Recognizing Main Ideas, SE/TE p. 1002: Students relate the text heads of the page to the main ideas in the paragraphs that follow. QuickLab: An Amniotic Shock Absorber, SE/TE p. 1003; Data Sheet, CRF p. 42; Answer Key, CRF p. 69: In this lab, students model how amniotic fluid serves as a shock absorber. Why It Matters: Pregnancy Side Effects, TE p. 1003: Students learn about the side effects experienced by mothers during pregnancy. Second and Third Trimesters, SE p. 1004: Students read this section and complete the Reading Check activity. Demonstration: Sonogram Video , TE p. 1004: Students identify the structures of a fetus using a sonogram video. Teaching Key Ideas: Nutrition During Pregnancy, TE p. 1003: Students learn what the ideal nutrition of a mother-to-be is. Active Reading W orksheet, CRF pp. 11-12; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF p. 5; Answer Key, CRF p. 65: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 1004: Assign Section Review questions for review. Formative Assessment, TE p. 1004: Students answer questions about development. Quiz, CRF p. 27; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 40

SECTION 4 ­ Sexually Transmitted Infections

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 1005: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 1005: Call students' attention to the chart at the top of this page.

Teach

C C C C C E E O STI Transmission and Treatment, SE p. 1005: Students read this section and complete the Reading Check activity. Teaching Key Ideas: STIs Are "Silent", TE p. 1005: Students learn why STIs are such a health problem. Reading Toolbox: Visual Literacy, TE p. 1005: Students learn about the difference between infection rates and total number of cases. Common STIs, SE pp. 1006-1007: Students read this section. QuickLab: STI Rates, SE/TE p. 1006; Data Sheet, CRF p. 43-44; Answer Key, CRF p. 69: In this lab, students complete activities about STIs. Math Skills : Calculating, TE p. 1007: Students learn about the rate of infection of young people with STIs. Active Reading W orksheet, CRF p. 13; Answer Key, CRF p. 66: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 6-7; Answer Key, CRF pp. 65-66: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C C Section 4 Review, SE p. 1007: Assign Section Review questions for review. Formative Assessment, TE p. 1007: Students answer questions about STIs. Why It Matters: Seeing Double, SE/TE p. 1008: Students learn about the process of twinning. Reading Toolbox: Visual Literacy, TE p. 1008: Students learn about triplets. Quiz, CRF p. 28; Answer Key, CRF p. 68: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 40

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E

E E E E

O

O O O

O

O

Inquiry: Chapter 40 Lab, Sonography, SE/TE p. 1009; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 45-54; Answer Keys, CRF p. 70 Chapter 40 Review, SE/TE pp. 1011-1012 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 29-31, Chapter Text B (GENERAL) CRF pp. 32-34, or Chapter Test C (ADVANCED) CRF pp. 35-38; Answer Keys, CRF pp. 68-69 Chapter Summary, SE p. 1010: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Reproduction and Development, TE p. 1010: Use these activities to reinforce Key Ideas from the chapter: Identifying Structures, Creating Graphics, Sequencing, Recalling. Vocabulary Review, CRF pp. 14-15 (SPECIAL NEEDS) or CRF pp. 16-17 (GENERAL); Answer Keys, CRF pp. 66-67: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Interpreting Graphics, CRF p. 18; Answer Key, CRF p. 67: Use this worksheet to review interpreting graphics. Skills W orksheet: Concept Mapping, CRF p. 19; Answer Key, CRF p. 67: Use this worksheet to have student map the principles of human reproduction. Super Summary, TE p. 1010 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 22-24; Answer Key, CRF pp. 67-68: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 1013: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 20-21; Answer Key, CRF p. 67: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Blood Typing-- Pregnancy and Hemolytic Disease, CRF pp. 5558; Answer Key, CRF pp. 70-71: Students use the concepts of antigen-antibody reactions and blood factors to identify the Rh types of a mother and her first-born child. They use the information gained to predict the potential for Rh hemolytic disease in the mother's future children. Then they use anti-Rh serum to test for the presence of Rh antigens in four blood samples. Supplemental Lab: Observing the Effect of Thyroxine on Frog Metamorphosis, CRF pp. 59-64; Answer Key, CRF p. 71: Students form a hypothesis about the effects of the hormone, thyroxine, on tadpole metamorphosis. They then conduct an experiment to compare growth rates in tadpoles exposed to different concentrations of the hormone, thyroxine, with tadpoles not exposed to thyroxine.

Holt Biology, Chapter 40

Holt Biology Homeschool Lesson Plans

Chapter 41 ­ Forensic Science

Pacing Guide Days 1 & 2 Day 3 Day 4 Days 5 & 6 Chapter 41 Introduction, Section 1: Introduction to Forensics Section 2: Inside a Crime Lab Section 3: Forensic Science in Action End of Chapter Review and Assessment

Activities suggested in the Chapter 41 Lesson Plans can be found in the following resources: · Student Edition (SE) and Teacher's Edition (TE), pp. 1014-1041 · Chapter Resource Files (CRF) CD-ROM, Chapter 41, pp. 1-62 · Virtual Investigations CD-ROM Look for these Additional Resources throughout Chapter 41: · · · · Overview Chapter Correlations Differentiated Instruction SciLinks: http://www.scilinks.org

Introducing Chapter 41

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C C

E

Reading Toolbox: Assessing Prior Knowledge, TE p. 1014: Assess students' prior knowledge of concepts they will need for the chapter. W hy It Matters: Forensics Science, SE p. 1014: Discuss the relevance of the chapter topic to students' lives. Reading Toolbox: Visual Literacy, TE p. 1014: Discuss the chapter opener photograph and captions with students in the context of the chapter topic. Inquiry Lab: A Thread of Evidence, SE/TE p. 1015; Data Sheet, CRF p. 32; Answer Key, CRF p. 60: In this lab, students examine a thread under a microscope and draw conclusions about its source. Reading Toolbox, SE p. 1016: These reading tools help students learn the material in this chapter: Using Words, Using Language, Using Graphic Organizers.

Holt Biology, Chapter 41

SECTION 1 ­ Introduction to Forensics

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 1017: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 1017: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C E O What Is Forensic Science?, SE pp. 1017-1018: Students read this section and complete the Reading Check activities on p. 1017 and 1018. Teaching Key Ideas: Introducing Forensic Science, TE p. 1017: Students learn about forensic science and what forensic scientists do. Teaching Key Ideas: Forensic Science In the News, TE p. 1018: Students learn about forensic science by looking through newspapers. Reading Toolbox: Finding Examples, SE/TE p. 1018: Students try to find examples of jobs that forensic scientists can use throughout the text. Tools of Forensic Science, SE pp. 1019-1020: Students read this section and complete the Reading Check activity on p. 1020. QuickLab: The Forged Signature, SE/TE p. 1019; Data Sheet, CRF p. 33; Answer Key, CRF p. 60: In this lab, students try to identify a forged signature by using a technique that forensic scientists use. Teaching Key Ideas: Chemistry of Luminol, TE p. 1019: Students learn about how luminol is used to detect blood. Teaching Key Ideas: FBI Database, TE p. 1020: Students learn about the FBIs Combined DNA Index System (CODIS). Active Reading W orksheet, CRF p. 6; Answer Key, CRF p. 57: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF p. 1; Answer Key, CRF p. 57: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C C Section 1 Review, SE p. 1020: Assign Section Review questions for review. Formative Assessment, TE p. 1020: Students answer questions about forensic scientists. Why It Matters: King Tut Unmasked, SE/TE p. 1021: Students learn about how forensic science was used to investigate the murder of King Tut. Quiz, CRF p. 21; Answer Key, CRF p. 59: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 41

SECTION 2 ­ Inside a Crime Lab

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 1022: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 1022: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C C C C C C C Identification and DNA and Trace Evidence, SE pp. 1022-1024: Students read these sections and complete the Reading Check activity on p. 1022. Demonstration: Fingerprinting, TE p. 1022: Students learn how fingerprints are taken. Reading Toolbox: Visual Literacy, TE p. 1023: Students learn about how criminals can be identified. Teaching Key Ideas: Advantages of DNA Testing, TE p. 1023: Students learn about the advantages of using DNA testing. Teaching Key Ideas: Examining Hair, TE p. 1024: Students learn how forensic scientists use hair to obtain information about a person. Firearms and Toolmarks, SE p. 1025: Students read this section and complete the Reading Check activity. QuickLab: Toolmarks Analysis, SE/TE p. 1025; Data Sheet, CRF p. 34; Answer Key, CRF p. 60: In this lab, students match toolmarks to the tool used on a pencil. Teaching Key Ideas: Serial Number Restorations, TE p. 1025: Students learn how toolmark examinations are used to identify stolen firearms. Drugs, Alcohol, and Toxicology, SE p. 1026: Students read this section and complete the Reading Check activity. Teaching Key Ideas: Illegal Drug Trends, TE p. 1026: Students learn about trends in illegal drug use. Why It Matters: Toxins In Pet Hair, TE p. 1026: Students learn how pets can be used to identify suspected drug manufacturing facilities. Pathology, SE p. 1027: Students read this section and complete the Reading Check activity. Teaching Key Ideas: W ork of a Pathologist, TE p. 1027: Students learn about information obtained from an autopsy. Teaching Key Ideas: Examining the Living, TE p. 1027: Students learn why pathologists might examine a living person. Why It Matters: Saving Lives Through Autopsies, TE p. 1027: Students learn how autopsies can help save the lives of family members. Anthropology and Entomology, SE pp. 1028-1029: Students read this section and complete the Reading Check activity on p. 1028. Teaching Key Ideas: Determining Gender, TE p. 1028: Students differentiate between males and females. Math Skills: Measuring and Calculating, TE p. 1028: Students learn how anthropologists use bones to determine height. Teaching Key Ideas: Stages of Blow-Fly Life Cycle, TE p. 1029: Students learn about how the blow-fly life cycle can help determine time of death.

Holt Biology, Chapter 41

C = Core Instruction

E = Enrichment Activities

O = Optional Activities

Teach (continued)

E E E E O Why It Matters: Fraud Prevention , TE p. 1023: Students learn how synthetic DNA can be used for fraud prevention. Why It Matters: DNA Testing for Pet Hair , TE p. 1023: Students learn about how animal hair can also be used as evidence in a crime. Reading Toolbox: Spider Maps, SE/TE p. 1024: Students make a spider map to help them organize details that describe various types of trace evidence. Active Reading W orksheet, CRF pp. 7-8; Answer Key, CRF pp. 57-58: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 2-3; Answer Key, CRF p. 57: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 2 Review, SE p. 1029: Assign Section Review questions for review. Formative Assessment, TE p. 1029: Students answer questions about determining cause of death. Quiz, CRF p. 22; Answer Key, CRF p. 59: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 41

SECTION 3 ­ Forensic Science in Action

C = Core Instruction E = Enrichment Activities O = Optional Activities

Focus

C C Focus, TE p. 1030: Read about the focus of this section. Key Ideas, Key Terms, W hy It Matters, SE p. 1030: Call students' attention to the chart at the top of this page.

Teach

C C C C C C C C C C C C C C C E E O At the Crime Scene, SE pp. 1030-1031: Students read this section and complete the Reading Check activity on p. 1031. Demonstration: The Power of Observation, TE p. 1030: Students complete an activity about observing change. Teaching Key Ideas: Stains Versus Spots, TE p. 1031: Students learn the difference between blood stains and spots. Time of Death, SE pp. 1032-1033: Students read this section. Teaching Key Ideas: Clues from Livor Mortis, TE p. 1032: Students learn about forensic scientists can conclude from livor mortis. Reading Toolbox: Using W ords, SE/TE p. 1032: Students make a graph that shows the progress of rigor mortis. QuickLab: Estimate Time of Death, SE/TE p. 1033; Data Sheet, CRF p. 35-36; Answer Key, CRF p. 60: In this lab, students estimate time of death. Teaching Key Ideas: Using Visuals, TE p. 1033: Students learn about skin temperature. Cause, Mechanism, and Manner of Death, SE p. 1033: Students read this section. Why It Matters: Crime Scene Evidence and Autopsies, TE p. 1033: Students learn how crime scene evidence is used in conjunction with autopsies. Victim and Perpetrator, SE pp. 1034-1035: Students read this section. Teaching Key Ideas: Mitochondrial DNA (mDNA), TE p. 1034: Students learn how mitochondrial DNA is used to obtain nuclear DNA. Teaching Key Ideas: Using mDNA to Identify Remains, TE p. 1034: Students learn how mDNA is used to identify remains. Why It Matters: Facial Reconstruction, TE p. 1034: Students learn how anthropologists know exactly what a face looks like. Teaching Key Ideas: Lie Detection Tests, TE p. 1035: Students learn how lie detection tests work. Why It Matters: Color of Livor Mortis, TE p. 1032: Students learn how the color of lividity can provide important clues about cause of death. Active Reading W orksheet, CRF pp. 9-10; Answer Key, CRF p. 58: Students read a passage related to the section topic and answer questions. Directed Reading W orksheet, CRF pp. 4-5; Answer Key, CRF p. 57: Students complete the exercises in this worksheet to help them understand the material as they read the section.

Close

C C C Section 3 Review, SE p. 1035: Assign Section Review questions for review. Formative Assessment, TE p. 1035: Students answer questions about forensic science. Quiz, CRF p. 23; Answer Key, CRF p. 59: This quiz reviews the main concepts covered in this section.

Holt Biology, Chapter 41

End of Chapter Review and Assessment

C = Core Instruction E = Enrichment Activities O = Optional Activities

C C C

E E E E E

O

O O O O O

Skills Practice: Chapter 41 Lab, The Counterfeit Drug, SE/TE pp. 1036-1037; Choose Datasheet A (Basic), B (General), or C (Advanced): CRF pp. 37-45; Answer Keys, CRF p. 61 Chapter 41 Review, SE/TE pp. 1039-1040 Chapter Test - select and administer the appropriate test for your students: Chapter Test A (SPECIAL NEEDS) CRF pp. 24-26, Chapter Text B (GENERAL) CRF pp. 27-28, or Chapter Test C (ADVANCED) CRF pp. 29-31; Answer Keys, CRF p. 59-60 Chapter Summary, SE p. 1038: Have students connect the major concepts in this chapter through a summary that includes an outline of important points and an index of key terms in the chapter. Reteaching Key Ideas: Forensics Science, TE p. 1038: Use these activities to reinforce Key Ideas from the chapter: Making a Table, Drawing a Crime Lab, Summarizing. Vocabulary Review, CRF p. 11 (SPECIAL NEEDS) or CRF p. 12 (GENERAL); Answer Keys, CRF p. 58: Use this worksheet to review Key Terms from the chapter. Skills W orksheet: Science Skills, Comparing Functions, CRF pp. 13-14; Answer Key, CRF p. 58: Use this worksheet to review comparing functions. Skills W orksheet: Concept Mapping, CRF p. 15; Answer Key, CRF p. 58: Use this worksheet to have student map some of the branches of forensic science. Super Summary, TE p. 1038 and online: Have students connect the major concepts in this chapter through an interactive Super Summary that includes an outline of important points in the chapter, a glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in HSHSTR. Test Prep Pretest, CRF pp. 18-20; Answer Key, CRF p. 59: Use this pretest to review the main content of the chapter. Questions are keyed to Key Ideas. Standardized Test Prep, SE/TE p. 1041: Students answer questions in the format of a standardized test. Skills W orksheet: Critical Thinking, CRF pp. 16-17; Answer Key, CRF p. 58: Use this worksheet to challenge students and help them build critical thinking skills. Supplemental Lab: Blood Typing, CRF pp. 46-51; Answer Key, CRF pp. 61-62: Students determine the ABO and Rh blood types of simulated blood samples. Supplemental Lab: Fiber Analysis, CRF pp. 52-56; Answer Key, CRF p. 62: Students examine fiber samples under a microscope and draw conclusions about its source.

Holt Biology, Chapter 41

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