Biology: Concepts & Connections 8th Edition

A Correlation of

Campbell Biology Concepts & Connections

8th Edition, ©2015

To the

Next Generation Science Standards

Life Science Performance Expectations

A Correlation of Biology: Concepts & Connections, 8th Edition, ©2015 to the


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Next Generation Science Standards Life Science Performance Expectations

Biology: Concepts & Connections 8th Edition, ©2015 Lesson/Feature

HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

Chapter 10, Review question 1, page 207 Supporting content: Lesson 3.15, DNA and RNA are the two types of nucleic acids, page 45 Lesson 3.16, Nucleic acids are polymers of nucleotides, pages 46-47 Lesson 10.6, Genes control phenotypic traits through the expression of proteins, page 190 Lesson 10.7, Genetic information is translated into amino acid sequences, page 191 Lesson 10.8, The genetic code dictates how codons are translated into amino acids, page 192 Lesson 10.9, Transcription produced genetic message in the form of RNA, page 193 Lesson 10.10, Eukaryotic RNA is processed before leaving the nucleus as mRNA, page 194 Lesson 10.11, Transfer RNA molecules serve as interpreters during translation, pages 194-195 Lesson 10.12, Ribosomes build polypeptides, page 196 Lesson 10.13, An initiation codon marks the start of an mRNA message, pages 196-197 Lesson 10.14, Elongation adds amino acids to the polypeptide chain until a stop codon terminates translation, page 197 Lesson 10.15, Review: The flow of genetic information in the cell is DNA RNA protein, page 198



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HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Supporting content: Lesson 20.2, Structure fits function at all levels of organization in animal bodies, page 415 Lesson 20.3, Tissues are groups of cells with a common structure and function, page 416 Lesson 20.4, Epithelial tissue covers the body and lines its organs and cavities, page 416 Lesson 20.5, Connective tissue binds and supports other tissues, page 417 Lesson 20.6, Muscle tissue functions in movement, page 418 Lesson 20.7, Nervous tissue forms a communication network, page 418 Lesson 20.8, Organs are made up of tissues, page 419 Lesson 20.10, Organ systems work together to perform life’s functions, pages 420-421 Lesson 20.11, The integumentary system protects the body, page 422



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HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Student investigation of feedback mechanisms, Chapter 20 Review, question 11, page 427 Supporting content: Lesson 8.7, Anchorage, cell density, and chemical growth factors affect sell division, page 133 Lesson 8.8, Growth Factors signal the cell cycle control system, page 134 Lesson 11.10 Signal transduction pathways convert messages received at the cell surface to responses within the cell, page 220 Lesson 16.11, Stomach microbiota affect health and disease, pages 328-329 Lesson 20.13, Structural adaptations enhance exchange with the environment, pages 424-425 Lesson 20.14, Animals regulate their internal environment, page 425 Lesson 20.15, Homeostasis relies on negative feedback, page 426 Lesson 22.9 Breathing is automatically controlled, page 461 Lesson 24.2, Inflammation mobilized the innate immune response, page 487 Lesson 25.1, An animal’s regulation of body temperature helps maintain homeostasis, page 506 Lesson 25.2, Thermoregulation involves adaptations that balance heat gain and loss, pages 506-507 Lesson 25.4, Animals balance their levels of water and solutes through osmoregulation, pages 508-509 25.8 Hormones regulate the urinary system, page 513 26.5, The hypothalamus, which is closely tied to the pituitary, connects the nervous and endocrine systems, pages 522-523 26.6, The Thyroid regulates development and metabolism, page 524 26.7, The gonads secrete sex hormones, page 525 26.8. Pancreatic hormones regulate blood glucose level, page 526



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(Continued) HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

(Continued) 26.9, Diabetes is a common endocrine disorder, page 527 26.10, The adrenal glands mobilize response to stress, pages 528-529

HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

Figure 8.4, The eukaryotic cell cycle, page 129; Figure 8.5, The stages of cell division by mitosis, pages 130-131 Supporting content: Lesson 8.3, The large, complex chromosomes of eukaryotes duplicate with each cells division, page 128 Lesson 8.4, The cell cycle includes growing and division phases, page 129 Lesson 8.5, Cell division is a continuum of dynamic changes, pages 130-131 Lesson 11.2 Chromosome structure and chemical modifications can affect gene expression, pages, 212-213 Lesson 11.8Cell signaling and waves of gene expression direct animal development, page 218



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HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Figure 7.5, an overview of the two stages of photosynthesis, page 111; Figure 7.8, A mechanical analogy of the light reactions, page 114; Lesson 7.9 The light reactions take place within the thylakoid membranes, page 115; Figure 7.10, Details of the Calvin cycle, page 116 Supporting content: Lesson 7.2, photosynthesis occurs in chloroplast in plant cells, page 109 Lesson 7.4 Photosynthesis is a redox process, as is cellular respiration, pages 110-111 Lesson 7.5, The two stages of photosynthesis are linked by ATP and NADPH, page 111 Lesson 7.6 Visible radiation absorbed by pigments drives the light reactions, page 112 Lesson 7.7. Photosystems capture solar energy, page 113 Lesson 7.8 Two photosystems connected by an electron transport chain generate ARP and NADPH, page 114 Lesson 7.10 ATP and NADPN power sugar synthesis in the Calvin cycle, page 116



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HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

Lesson 3.3 question, page 36; Lesson 3.7 question, page 39; Lesson 3.8 question, page 40; Lesson 3.10 question, page 42 Supporting content: Lesson 3.1, Life’s molecular diversity is based on the properties of carbon, page 34 Lesson 3.2, A few chemical groups are key to the functioning of biological molecules, page 35 Lesson 3.3, Cells make large molecules from a limited set of small molecules, page 36 Lesson 3.4, Monosaccharides are the simplest carbohydrates, page 37 Lesson 3.5, Two monosaccharides are linked to form a disaccharide, page 38 Lesson 3.7, Polysaccharides are long chains of sugar units, page 39 Lesson 3.8, Fats are lipids that are mostly energy-storage molecules, page 40 Lesson 3.10, Phospholipids and steroids are important lipids with a variety of functions, page 42 Lesson 3.12, Proteins have a wide range of functions and structures, page 43 Lesson 3.13 Proteins are made from amino acids linked by peptide bonds, page 44 Lesson 3.14, A protein’s functional shape results from four levels of structure, page 45 Lesson 3.15 DNA and RNA are two types of nucleic acids, page 46 Lesson 3.16, Nucleic acids are polymers of nucleotides, pages 46-47



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HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

Figure 6.6, An overview of cellular respiration, page 93; Figure 6.7C, Details of Glycolysis, page 95; Figure 6.9B, A closer look at the citric acid cycle, page 97; Figure 6.10A, Oxidative phosphorylation, page 98 Supporting content: Lesson 6.5, Cells capture energy from electrons “falling” from organic fuels to oxygen, page 92 Lesson 6.6, Overview: Cellular respiration occurs in three main stages, page 93 Lesson 6.7, Glycolysis harvests chemical energy by oxidizing glucose to pyruvate, pages 94-95 Lesson 6.8, Pyruvate is oxidized in preparation for the citric acid cycle, page 96 Lesson 6.9, The citric acid cycle completes the oxidation of organic molecules, generating many NADH and FADH2 molecules, pages 96-67 Lesson 6.10, Most ARP production occurs by oxidative phosphorylation, page 98

HS-LS2 Ecosystems: Interactions, Energy, and Dynamics HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

Figure 36.4A, Exponential growth of rabbits, page 726; Figure 36.4B, Growth of population of fur seals, page 727; Figure 36.4C, Logistic growth and exponential growth compared, page 727; Figure 36.5A, Declining reproductive, Figure 36.5B, Increasing mortality, Figure 36.5C, Weather change as a density-independent factor, page 728; Figure 36.6, Population cycles of the snowshoe hare and the lynx, page 729 Supporting content: Lesson 36.4, Idealized models predict patterns of population growth, pages 726-727 Lesson 36.5, Multiple factors may limit population growth, pages 728-729 Lesson 36.6, Some populations have “boom-and-bust” cycles, page 729 Lesson 36.9, The human population continues to increase, but the growth rate is slowing, pages 732-733 Lesson 36.11, An ecological footprint is a measure of resource consumption, pages 734-735



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HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Figure 36.4A, Exponential growth of rabbits, page 726; Figure 36.4B, Growth of population of fur seals, page 727; Figure 36.4C, Logistic growth and exponential growth compared, page 727; Figure 36.5A, Declining reproductive, Figure 36.5B, Increasing mortality, Figure 36.5C, Weather change as a density-independent factor, page 728; Figure 36.6, Population cycles of the snowshoe hare and the lynx, page 729 Supporting content: Lesson 13.8, Mutation and sexual reproduction produce the genetic variation that makes evolution possible, pages 264-265 Lesson 13.9, Evolution occurs within populations, page 265 Lesson 13.10, The Hardy-Weinberg equation can test whether a population is evolving, pages 266-267 Lesson 13.12. Natural selection, genetic drift, and gene flow can cause microevolution, pages 268-269 Lesson 13.13, Natural selection is the only mechanism that consistently leads to adaptive evolution, page 269 Lesson 13.14, Natural selection can alter variation in a population in three ways, pages 270 Lesson 15.10 Adaptive radiations have increased the diversity of life, pages 304 Lesson 36.1, Population ecology is the study of how and why populations change, page 724 Lesson 36.2. density and dispersion patterns are important population variables, pages 724-725 Lesson 36.3, Life tables track survivorship in populations, page 725 Lesson 36.4, Idealized models predict patterns of population growth, pages 726-727 Lesson 36.5, Multiple factors may limit population growth, pages 728-729 Lesson 36.6, Some populations have “boom-or-bust” cycles, page 729 Lesson 36.7, Evolution shapes life histories, pages 730-731



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(Continued) HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

(Continued) 36.8, Principles of population ecology have practical applications, page 731 36.9, The human population continues to increase, but the growth rate is slowing, pages 732-733 36.11, An ecological footprint is a measure of resource consumption, pages 734-735

HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

Supporting content: Lesson 37.14, Ecosystem ecology emphasizes energy flow and chemical cycling, pages 750-751 Lesson 37.16, Energy supply limits the length of food chains, page 751 Lesson 37.17, A pyramid of production explains the ecological cost of meat, page 752 Lesson 37.18, Chemicals are cycled between organic matter and abiotic reservoirs, pages 752-753 Lesson 37.19, The carbon cycle depends on photosynthesis and respiration, page 753 Lesson 37.20, The phosphorus cycle depends on the weathering of rock, page 754 Lesson 37.21, The nitrogen cycle depends on bacteria, pages 754-755



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HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Supporting content: Lesson 37.14, Ecosystem ecology emphasizes energy flow and chemical cycling, pages 750-751 Lesson 37.16, Energy supply limits the length of food chains, page 751 Lesson 37.17, A pyramid of production explains the ecological cost of meat, page 752 Lesson 37.18, Chemicals are cycled between organic matter and abiotic reservoirs, pages 752-753 Lesson 37.19, The carbon cycle depends on photosynthesis and respiration, page 753 Lesson 37.20, The phosphorus cycle depends on the weathering of rock, page 754 Lesson 37.21, The nitrogen cycle depends on bacteria, pages 754-755

HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Figure 38.4B, Try This, page 767 Supporting content: Lesson 37.19, The carbon cycle depends on photosynthesis and respiration, page 753



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HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem

Lesson 37.2 question, page 740; Lesson 37.3 question, page 741; Lesson 37.7 question, page 743; Lesson 37.13 question, page 749 Supporting content: Lesson 37.2, Interspecific interactions are fundamental to community structure, page 740 Lesson 37.3, competition may occur when a shared resource is limited, page 741 Lesson 37.4, Mutualism benefits both partners, page 741 Lesson 37.5, Predation leads to diverse adaptations in prey species, page 742 Lesson 37.6, Herbivory leads to diverse adaptations in plants, page 742 Lesson 37.7, Parasites and pathogens can affect community composition, pages 743 Lesson 36.8, Trophic structure is a key factor in community dynamics, page 744 Lesson 37.9, Food chains interconnect, forming food webs, page 745 Lesson 37.10, Species diversity include relative abundance and species richness, page 746 Lesson 37.11, Some species have a disproportionate impact of diversity, page 747 Lesson 37.12, Disturbance is a prominent feature of most communities, page 748 Lesson 37.13, Invasive species can devastate communities, page 749



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HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

Supporting content: Lesson 37.22, A rapid inflow of nutrients degrades aquatic ecosystems, page 756 Lesson 37.23, Ecosystem services are essential to human well-being, page 757 Lesson 38.1, Loss of biodiversity included the loss of ecosystems, species, and genes, pages 762-763 Lesson 38.2, Habitat loss, invasive species, overharvesting, pollution, and climate change are major threats to biodiversity, pages 764-765 Lesson 38.3, Rapid warming is changing the global climate, page 766 Lesson 38.4, Human activities are responsible for rising concentrations of greenhouse gases, page 767 Lesson 38.5, Global climate change affects biomes, ecosystems, communities, and populations, pages 768-769 Lesson 38.6, Climate change is an agent of natural selection, page 769 Lesson 38.7, Protecting endangered populations is one goal of conservation biology, page 770 Lesson 38.8, sustaining ecosystems and landscapes is a conservation priority, page 771 Lesson 38.9, Establishing protected areas slows the loss of biodiversity, page 772 Lesson 38.10, Zoned reserves are an attempt to reverse ecosystem disruption, page 773 Lesson 38.11, The Yellowstone to Yukon Conservation Initiative seeks to preserve biodiversity by connecting protected areas, pages 774-775 38.12 The study of how to restore degraded habitats is a developing science, pages 776-777 38.13, Sustainable development is an ultimate goal, page 777



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HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Lesson 35.19 question, page 716; Lesson 35.21 question, page 717; Chapter 35 Review question 9, page 721 Supporting content: Lesson 35.17, Sociobiology places social behavior in an evolutionary context, page 715 Lesson 35.18, Territorial behavior parcels out spaced and resources, page 715 Lesson 35.19, Agnostic behavior often resolves confrontations between competitors, page 716 Lesson 35.20, Dominance hierarchies are maintained by agonistic behavior, page 716 Lesson 35.21 Altruistic acts can often be explained by the concept of inclusive fitness, page 717 Lesson 35.22, Jane Goodall revolutionized our understanding of chimpanzee behavior, page 718

HS-LS3 Heredity: Inheritance and Variation of Traits HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Supporting content: Lesson 9.16, Chromosome behavior accounts for Mendel’s laws, pages 170-171 Lesson 9.17, Genes on the same chromosome tend to be inherited together, page 712 Lesson 9.18, Crossing over produces new combinations of alleles, pages 172-173 Lesson 9.20, Chromosomes determine sex in many species, pages 174-175 Lesson 9.21, Sex-linked genes exhibit a unique pattern of inheritance, page 176 Lesson 9.22, Human sex-linked disorders affect mostly males, page 177 Lesson 10.6, Genes control phenotypic traits through the expression of proteins, page 190 Lesson 10.7, Genetic information written in codons is translated into amino acid sequences, page 191 Lesson 10.16, Mutations can affect genes, page 199



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HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

Supporting content: Lesson 8.15, Independent orientation of chromosomes in meiosis and random fertilization lead to varied offspring, page 141 Lesson 8.16, Homologous chromosomes may carry different versions of genes, page 142 Lesson 8.17, Crossing over further increased genetic variability, pages 142-143 Lesson 8.22, New species can arise from errors in cell division, page 147 Lesson 9.15, The environment affects many characters, page 170 Lesson 10.16, Mutations can affect genes, page 199 Lesson 11.2, Chromosome structure and chemical modification can affect gene expression, pages 212-213 Lesson 13.8, Mutation and sexual reproduction produce the genetic variation that makes evolution possible, pages 264-265



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HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Lesson 9.3 question, page 157; Lesson 9.5 question, page 159; Lesson 9.7 question, page 160; Lesson 9.9 question, page 163; Lesson 9.11 question, page 167 Supporting content: Lesson 9.3, Mendel’s law of segregation describes the inheritance of a single character, pages 156-157 Lesson 9.5, The law of independent assortment is revealed by tracking two characters at once, pages 158-159 Lesson 9.6, Geneticists can use a testcross to determine unknown genotypes, page 159 Lesson 9.7, Mendel’s laws reflect the rules of probability, page 160 Lesson 9.8, Genetic traits in humans can be tracked through family pedigrees, page 161 Lesson 9.9, Many inherited traits in humans are controlled by a single gene, pages 162-163 Lesson 9.11, Incomplete dominance results in intermediate phenotypes, pages 166-167 Lesson 9.12, Many genes have more than two alleles in the population, page 167 Lesson 9.13, A single gene may affect many phenotypic characters, page 168 Lesson 9.14, A single character may be influenced by many genes, page 169 Lesson 9.16, Chromosome behavior accounts for Mendel’s laws, pages 170-171 Lesson 9.17, Genes on the same chromosome tend to be inherited together, page 172 Lesson 9.18, Crossing over produces new combinations of alleles, pages 172-173 Lesson 9.20, Chromosomes determine sex in many species, pages 174-175 9.21, Sex-linked genes exhibit a unique pattern of inheritance, page 176 9.22 Human sex-linked disorders affect mostly males, page 177



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HS-LS4 Biological Evolution: Unity and Diversity HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Lesson 13.4 question, page 261; Lesson 15.5 question, page 298; Lesson 15.7 question, page 301; Lesson 15.14 question, page 308 Supporting content: Lesson 1.7, Evolution explains the unity and diversity of life, pages 8-9 Lesson 12.21, Genomes hold the clues to human evolution, pages 250 Lesson 13.2, The study of fossils provides strong evidence for evolution, page 258 Lesson 13.3, Fossils of transitional forms support Darwin’s theory of evolution, page 259 Lesson 13.4, Homologies proved strong evidence for evolution, pages 260-261 Lesson 13.5, Homologies indicate patterns of descent that can be shown on an evolutionary tree, page 261 Lesson 13.7, Scientists can observe natural selection in action, page 263 Lesson 13.9, Evolution occurs within populations, page 265 Lesson 13.10, The Hardy-Weinberg equation can test whether a population is evolving, pages 266-267 Lesson 15.6, The fossil record documents the history of life, pages, 298-299 Lesson 15.7, Continental drift has played a major role in macroevolution, pages 300-301 Lesson 15.10, Adaptive radiations have increased the diversity of life, page 304 Lesson 15.14, Phylogenies based on homologies reflect evolutionary history, pages 308-309 Lesson 15.17, An organism’s evolutionary history is documented in its genome, pages 312-313



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HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

Chapter 13 Review, question 9, page 275 Supporting content: Lesson 13.6, Darwin proposed natural selection as the mechanism of evolution, page 262 Lesson 13.7, Scientists can observe natural selection in action, page 263 Lesson 13.8, Mutation and sexual reproduction produce the genetic variation that makes evolution possible, pages 264-265 Lesson 13.9, Evolution occurs within populations, page 265 Lesson 13.12, Natural selection, genetic drift, and gene flow can cause microevolution, pages 268-269 Lesson 13.13, Natural selection is the only mechanism that consistently leads to adaptive evolution, page 269 Lesson 36.7, Evolution shapes life histories, pages 730-731



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HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

Figure 36.7, Try This, page 730 Supporting content: Lesson 13.7, Scientists can observe natural selection inaction, page 263 Lesson 13.8, Mutation and sexual reproduction produce the genetic variation that makes evolution possible, pages 264-265 Lesson 13.9, Evolution occurs within populations, page 265 Lesson 13.10, The Hardy-Weinberg equation can test whether a population is evolving, page 266-267 Lesson 13.11, The hardy-Weinberg equation is useful in public health science, page 267 Lesson 36.7, Evolution shapes life histories, pages 730-731 Lesson 37.2, Interspecific interactions are fundamental to community structure, page 740 Lesson 37.3, competition may occur when a shared resource is limited, page 741 Lesson 37.4, Mutualism benefits both partners, page 741 Lesson 37.5, Predation leads to diverse adaptations in prey species, page 742 Lesson 37.6, Herbivory leads to diverse adaptations in plants, page 742 Lesson 37.7, Parasites and pathogens can affect community composition, pages 743



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HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Lesson 13.12 question, page 269; Lesson 13.13 question, page 269 Supporting content: Lesson 13.12, Natural selection, genetic drift, and gene flow can cause microevolution, pages 268-269 Lesson 13.13, Natural selection is the only mechanism that consistently leads to adaptive evolution, page 269 Lesson 13.14, Natural selection can alter variation in a population in three ways, pages 270 Lesson 13.15, Sexual selection may lead to phenotypic differences between males and females, page 271 Lesson 13.16, The evolution of drug-resistant microorganisms is a serious public health concern, page 272 Lesson 13.17, Diploidy and balancing selection preserve genetic variation, pages 272-273 Lesson 13.18, Natural selection cannot fashion perfect organisms, page 273



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HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Lesson 14.4 question, page 282; Lesson 14.5 question, page 283; Lesson 14.8 question, page 286; Lesson 15.10 question, page 304; Lesson 36.5 question, page 729; Lesson 37.11 question, page 747; Lesson 37.12 question, page 748 Supporting content: Lesson 14.4, In allopatric speciation, geographic isolation leads to speciation, page 282 Lesson 14.8, Isolated islands are often showcases for speciation, page 286 Lesson 14.9, Lake Victoria is a living laboratory for studying speciation, page 287 Lesson 15.9, During mass extinctions, large numbers of species are lost, pages 302-303 Lesson 15.10, Adaptive radiations have increased the diversity of life, page 304 Lesson 36.4, Idealized models predict patterns of population growth, pages 726-727 Lesson 36.5, Multiple factors may limit population growth, pages 728-729 Lesson 36.6, Some populations have “boom-and-bust” cycles, page 729 Lesson 36.7, Evolution shapes life histories, pages 730-731 Lesson 37.10, Species diversity include relative abundance and species richness, page 746 Lesson 37.11, Some species have a disproportionate impact of diversity, page 747 Lesson 37.12, Disturbance is a prominent feature of most communities, page 748 Lesson 37.13, Invasive species can devastate communities, page 749



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HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*

Supporting content: Lesson 37.22, A rapid inflow of nutrients degrades aquatic ecosystems, page 756 Lesson 37.23, Ecosystem services are essential to human well-being, page 757 Lesson 38.1, Loss of biodiversity included the loss of ecosystems, species, and genes, pages 762-763 Lesson 38.2, Habitat loss, invasive species, overharvesting, pollution, and climate change are major threats to biodiversity, pages 764-765 Lesson 38.3, Rapid warming is changing the global climate, page 766 Lesson 38.4, Human activities are responsible for rising concentrations of greenhouse gases, page 767 Lesson 38.5, Global climate change affects biomes, ecosystems, communities, and populations, pages 768-769 Lesson 38.6, Climate change is an agent of natural selection, page 769 Lesson 38.7, Protecting endangered populations is one goal of conservation biology, page 770 Lesson 38.8, Sustaining ecosystems and landscapes is a conservation priority, page 771 Lesson 38.9, Establishing protected areas slows the loss of biodiversity, page 772 Lesson 38.10, Zoned reserves are an attempt to reverse ecosystem disruption, page 773 Lesson 38.11, The Yellowstone to Yukon Conservation Initiative seeks to preserve biodiversity by connecting protected areas, pages 774-775 38.12, The study of how to restore degraded habitats is a developing science, pages 776-777 38.13, Sustainable development is an ultimate goal, page 777

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