Download A Correlation of Campbell Biology

A Correlation of
Campbell Biology
Concepts and Connections
8th Edition, ©2015
To the
Oklahoma
Academic Standards
for
Biology I
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
BIOLOGY I
HS-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectations
HS-LS1-1 Students who demonstrate
SE/TE: Chapter 10, Review question 1,
understanding can:
p. 207
Construct an explanation based on evidence Supporting content:
for how the structure of DNA determines
Lesson 3.15, DNA and RNA are the two
the structure of proteins, which carry out
types of nucleic acids, p. 45
the essential functions of life through
Lesson 3.16, Nucleic acids are polymers of
systems of specialized cells.
nucleotides, pp. 46-47
Lesson 10.6, Genes control phenotypic
traits through the expression of proteins,
p. 190
Lesson 10.7, Genetic information is
translated into amino acid sequences,
p. 191
Lesson 10.8, The genetic code dictates how
codons are translated into amino acids,
p. 192
Lesson 10.9, Transcription produced genetic
message in the form of RNA, p. 193
Lesson 10.10, Eukaryotic RNA is processed
before leaving the nucleus as mRNA, p. 194
Lesson 10.11, Transfer RNA molecules
serve as interpreters during translation,
pp. 194-195
Lesson 10.12, Ribosomes build
polypeptides, p. 196
Lesson 10.13, An initiation codon marks the
start of an mRNA message, pp. 196-197
Lesson 10.14, Elongation adds amino acids
to the polypeptide chain until a stop codon
terminates translation, p. 197
Lesson 10.15, Review: The flow of genetic
information in the cell is DNA  RNA 
protein, p. 198
SE = Student Edition
2
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
SE/TE: Supporting content:
Lesson 20.2, Structure fits function at all
levels of organization in animal bodies,
p. 415
Lesson 20.3, Tissues are groups of cells
with a common structure and function,
p. 416
Lesson 20.4, Epithelial tissue covers the
body and lines its organs and cavities,
p. 416
Lesson 20.5, Connective tissue binds and
supports other tissues, p. 417
Lesson 20.6, Muscle tissue functions in
movement, p. 418
Lesson 20.7, Nervous tissue forms a
communication network, p. 418
Lesson 20.8, Organs are made up of
tissues, p. 419
Lesson 20.10, Organ systems work
together to perform life’s functions,
pp. 420-421
Lesson 20.11, The integumentary system
protects the body, p. 422
HS-LS1-2 Students who demonstrate
understanding can:
Develop and use a model to illustrate the
hierarchical organization of interacting
systems that provide specific functions
within multicellular organisms.
SE = Student Edition
3
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
SE/TE: Student investigation of feedback
mechanisms, Chapter 20 Review, question
11, p. 427
Supporting content:
Lesson 8.7, Anchorage, cell density, and
chemical growth factors affect sell division,
p. 133
Lesson 8.8, Growth Factors signal the cell
cycle control system, p. 134
Lesson 11.10 Signal transduction pathways
convert messages received at the cell
surface to responses within the cell, p. 220
Lesson 16.11, Stomach microbiota affect
health and disease, pp. 328-329
Lesson 20.13, Structural adaptations
enhance exchange with the environment,
pp. 424-425
Lesson 20.14, Animals regulate their
internal environment, p. 425
Lesson 20.15, Homeostasis relies on
negative feedback, p. 426
Lesson 22.9 Breathing is automatically
controlled, p. 461
Lesson 24.2, Inflammation mobilized the
innate immune response, p. 487
Lesson 25.1, An animal’s regulation of body
temperature helps maintain homeostasis,
p. 506
Lesson 25.2, Thermoregulation involves
adaptations that balance heat gain and
loss, pp. 506-507
Lesson 25.4, Animals balance their levels of
water and solutes through osmoregulation,
pp. 508-509
25.8 Hormones regulate the urinary
system, p. 513
26.5, The hypothalamus, which is closely
tied to the pituitary, connects the nervous
and endocrine systems, pp. 522-523
26.6, The Thyroid regulates development
and metabolism, p. 524
26.7, The gonads secrete sex hormones,
p. 525
26.8. Pancreatic hormones regulate blood
glucose level, p. 526
HS-LS1-3 Students who demonstrate
understanding can:
Plan and conduct an investigation to
provide evidence of the importance of
maintaining homeostasis in living
organisms.
SE = Student Edition
4
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
(Continued)
HS-LS1-3 Students who demonstrate
understanding can:
Plan and conduct an investigation to
provide evidence of the importance of
maintaining homeostasis in living
organisms.
HS-LS1-4 Students who demonstrate
understanding can:
Use a model to illustrate the role of cellular
division (mitosis) and differentiation in
producing and maintaining complex
organisms.
(Continued)
26.9, Diabetes is a common endocrine
disorder, p. 527
26.10, The adrenal glands mobilize
response to stress, pp. 528-529
HS-LS1-5 Students who demonstrate
understanding can:
Use a model to illustrate how
photosynthesis transforms light energy into
stored chemical energy.
SE/TE: Figure 7.5, an overview of the two
stages of photosynthesis, p. 111;
Figure 7.8, A mechanical analogy of the
light reactions, p. 114;
Lesson 7.9 Light reactions take place within
the thylakoid membranes, p. 115; Figure
7.10, Details of the Calvin cycle,
p. 116
SE = Student Edition
SE/TE: Figure 8.4, The eukaryotic cell
cycle, p. 129; Figure 8.5, The stages of cell
division by mitosis, pp. 130-131
Supporting content:
Lesson 8.3, The large, complex
chromosomes of eukaryotes duplicate with
each cells division, p. 128
Lesson 8.4, The cell cycle includes growing
and division phases, p. 129
Lesson 8.5, Cell division is a continuum of
dynamic changes, pp. 130-131
Lesson 11.2 Chromosome structure and
chemical modifications can affect gene
expression, pages, 212-213
Lesson 11.8 Cell signaling and waves of
gene expression direct animal development,
p. 218
5
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
HS-LS1-6 Students who demonstrate
understanding can:
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.
SE/TE: Lesson 3.3 question, p. 36; Lesson
3.7 question, p. 39; Lesson 3.8 question, p.
40; Lesson 3.10 question, p. 42
Supporting content:
Lesson 3.1, Life’s molecular diversity is
based on the properties of carbon, p. 34
Lesson 3.2, A few chemical groups are key
to the functioning of biological molecules, p.
35
Lesson 3.3, Cells make large molecules
from a limited set of small molecules, p. 36
Lesson 3.4, Monosaccharides are the
simplest carbohydrates, p. 37
Lesson 3.5, Two monosaccharides are
linked to form a disaccharide, p. 38
Lesson 3.7, Polysaccharides are long chains
of sugar units, p. 39
Lesson 3.8, Fats are lipids that are mostly
energy-storage molecules, p. 40
Lesson 3.10, Phospholipids and steroids are
important lipids with a variety of functions,
p. 42
Lesson 3.12, Proteins have a wide range of
functions and structures, p. 43
Lesson 3.13 Proteins are made from amino
acids linked by peptide bonds, p. 44
Lesson 3.14, A protein’s functional shape
results from four levels of structure, p. 45
Lesson 3.15 DNA and RNA are two types of
nucleic acids, p. 46
Lesson 3.16, Nucleic acids are polymers of
nucleotides, pp. 46-47
HS-LS1-7 Students who demonstrate
understanding can:
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.
SE/TE: Figure 6.6, An overview of cellular
respiration, p. 93; Figure 6.7C, Details of
Glycolysis, p. 95; Figure 6.9B, A closer look
at the citric acid cycle, p. 97;
Figure 6.10A, Oxidative phosphorylation, p.
98
SE = Student Edition
6
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectations
HS-LS2-1 Students who demonstrate
SE/TE: Figure 36.4A, Exponential growth
understanding can:
of rabbits, p. 726; Figure 36.4B, Growth of
Use mathematical and/or computational
population of fur seals, p. 727; Figure
representations to support explanations of
36.4C, Logistic growth and exponential
factors that affect carrying capacity of
growth compared, p. 727; Figure 36.5A,
ecosystems at different scales.
Declining reproductive, Figure 36.5B,
Increasing mortality, Figure 36.5C, Weather
change as a density-independent factor,
p. 728; Figure 36.6, Population cycles of
the snowshoe hare and the lynx, p. 729
HS-LS2-2 Students who demonstrate
understanding can:
Use mathematical representations to
support and revise explanations based on
evidence about factors affecting biodiversity
and populations in ecosystems of different
scales.
SE/TE: Figure 36.4A, Exponential growth
of rabbits, p. 726; Figure 36.4B, Growth of
population of fur seals, p. 727; Figure
36.4C, Logistic growth and exponential
growth compared, p. 727; Figure 36.5A,
Declining reproductive, Figure 36.5B,
Increasing mortality, Figure 36.5C, Weather
change as a density-independent factor,
p. 728; Figure 36.6, Population cycles of
the snowshoe hare and the lynx, p. 729
HS-LS2-3 Students who demonstrate
understanding can:
Construct and revise an explanation based
on evidence for the cycling of matter and
flow of energy in aerobic and anaerobic
conditions.
SE/TE: Supporting content:
Lesson 37.14, Ecosystem ecology
emphasizes energy flow and chemical
cycling, pp. 750-751
Lesson 37.16, Energy supply limits the
length of food chains, p. 751
Lesson 37.17, A pyramid of production
explains the ecological cost of meat, p. 752
Lesson 37.18, Chemicals are cycled
between organic matter and abiotic
reservoirs, pp. 752-753
Lesson 37.19, The carbon cycle depends on
photosynthesis and respiration, p. 753
Lesson 37.20, The phosphorus cycle
depends on the weathering of rock, p. 754
Lesson 37.21, The nitrogen cycle depends
on bacteria, pp. 754-755
SE = Student Edition
7
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
HS-LS2-4 Students who demonstrate
understanding can:
Use a mathematical representation to
support claims for the cycling of matter and
flow of energy among organisms in an
ecosystem.
SE/TE: Supporting content:
Lesson 37.14, Ecosystem ecology
emphasizes energy flow and chemical
cycling, pp. 750-751
Lesson 37.16, Energy supply limits the
length of food chains, p. 751
Lesson 37.17, A pyramid of production
explains the ecological cost of meat, p. 752
Lesson 37.18, Chemicals are cycled
between organic matter and abiotic
reservoirs, pp. 752-753
Lesson 37.19, The carbon cycle depends on
photosynthesis and respiration, p. 753
Lesson 37.20, The phosphorus cycle
depends on the weathering of rock, p. 754
Lesson 37.21, The nitrogen cycle depends
on bacteria, pp. 754-755
HS-LS2-5 Students who demonstrate
understanding can:
Develop a model to illustrate the role of
photosynthesis and cellular respiration in
the cycling of carbon among the biosphere,
atmosphere, hydrosphere, and geosphere.
SE/TE: Figure 38.4B, Try This, p. 767
Supporting content:
Lesson 37.19, The carbon cycle depends on
photosynthesis and respiration, p. 753
SE = Student Edition
8
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
SE/TE: Lesson 37.2 question, p. 740;
Lesson 37.3 question, p. 741; Lesson 37.7
question, p. 743; Lesson 37.13 question,
p. 749
Supporting content:
Lesson 37.2, Interspecific interactions are
fundamental to community structure,
p. 740
Lesson 37.3, competition may occur when a
shared resource is limited, p. 741
Lesson 37.4, Mutualism benefits both
partners, p. 741
Lesson 37.5, Predation leads to diverse
adaptations in prey species, p. 742
Lesson 37.6, Herbivory leads to diverse
adaptations in plants, p. 742
Lesson 37.7, Parasites and pathogens can
affect community composition, pp. 743
Lesson 36.8, Trophic structure is a key
factor in community dynamics, p. 744
Lesson 37.9, Food chains interconnect,
forming food webs, p. 745
Lesson 37.10, Species diversity include
relative abundance and species richness,
p. 746
Lesson 37.11, Some species have a
disproportionate impact of diversity, p. 747
Lesson 37.12, Disturbance is a prominent
feature of most communities, p. 748
Lesson 37.13, Invasive species can
devastate communities, p. 749
HS-LS2-6 Students who demonstrate
understanding can:
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.
SE = Student Edition
9
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
HS-LS2-8 Students who demonstrate
understanding can:
Evaluate evidence for the role of group
behavior on individual and species’ chances
to survive and reproduce.
SE/TE: Lesson 35.19 question, p. 716;
Lesson 35.21 question, p. 717; Chapter 35
Review question 9, p. 721
Supporting content:
Lesson 35.17, Sociobiology places social
behavior in an evolutionary context, p. 715
Lesson 35.18, Territorial behavior parcels
out spaced and resources, p. 715
Lesson 35.19, Agnostic behavior often
resolves confrontations between
competitors, p. 716
Lesson 35.20, Dominance hierarchies are
maintained by agonistic behavior, p. 716
Lesson 35.21 Altruistic acts can often be
explained by the concept of inclusive
fitness, p. 717
Lesson 35.22, Jane Goodall revolutionized
our understanding of chimpanzee behavior,
p. 718
HS-LS3 Heredity: Inheritance and Variation of Traits
Performance Expectations
HS-LS3-1 Students who demonstrate
SE/TE: Supporting content:
understanding can:
Lesson 9.16, Chromosome behavior
Ask questions to clarify relationships about
accounts for Mendel’s laws, pp. 170-171
the role of DNA and chromosomes in coding Lesson 9.17, Genes on the same
the instructions for characteristic traits
chromosome tend to be inherited together,
passed from parents to offspring.
p. 712
Lesson 9.18, Crossing over produces new
combinations of alleles, pp. 172-173
Lesson 9.20, Chromosomes determine sex
in many species, pp. 174-175
Lesson 9.21, Sex-linked genes exhibit a
unique pattern of inheritance, p. 176
Lesson 9.22, Human sex-linked disorders
affect mostly males, p. 177
Lesson 10.6, Genes control phenotypic
traits through the expression of proteins,
p. 190
Lesson 10.7, Genetic information written in
codons is translated into amino acid
sequences, p. 191
Lesson 10.16, Mutations can affect genes,
p. 199
SE = Student Edition
10
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
HS-LS3-2 Students who demonstrate
understanding can:
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.
SE = Student Edition
SE/TE: Supporting content:
Lesson 8.15, Independent orientation of
chromosomes in meiosis and random
fertilization lead to varied offspring, p. 141
Lesson 8.16, Homologous chromosomes
may carry different versions of genes, p.
142
Lesson 8.17, Crossing over further
increased genetic variability, pp. 142-143
Lesson 8.22, New species can arise from
errors in cell division, p. 147
Lesson 9.15, The environment affects many
characters, p. 170
Lesson 10.16, Mutations can affect genes,
p. 199
Lesson 11.2, Chromosome structure and
chemical modification can affect gene
expression, pp. 212-213
Lesson 13.8, Mutation and sexual
reproduction produce the genetic variation
that makes evolution possible, pp. 264-265
11
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
HS-LS3-3 Students who demonstrate
understanding can:
Apply concepts of statistics and probability
to explain the variation and distribution of
expressed traits in a population.
SE = Student Edition
SE/TE: Lesson 9.3 question, p. 157;
Lesson 9.5 question, p. 159; Lesson 9.7
question, p. 160; Lesson 9.9 question,
p. 163; Lesson 9.11 question, p. 167
Supporting content:
Lesson 9.3, Mendel’s law of segregation
describes the inheritance of a single
character, pp. 156-157
Lesson 9.5, The law of independent
assortment is revealed by tracking two
characters at once, pp. 158-159
Lesson 9.6, Geneticists can use a testcross
to determine unknown genotypes, p. 159
Lesson 9.7, Mendel’s laws reflect the rules
of probability, p. 160
Lesson 9.8, Genetic traits in humans can be
tracked through family pedigrees, p. 161
Lesson 9.9, Many inherited traits in humans
are controlled by a single gene, pp. 162163
Lesson 9.11, Incomplete dominance results
in intermediate phenotypes, pp. 166-167
Lesson 9.12, Many genes have more than
two alleles in the population, p. 167
Lesson 9.13, A single gene may affect
many phenotypic characters, p. 168
Lesson 9.14, A single character may be
influenced by many genes, p. 169
Lesson 9.16, Chromosome behavior
accounts for Mendel’s laws, pp. 170-171
Lesson 9.17, Genes on the same
chromosome tend to be inherited together,
p. 172
Lesson 9.18, Crossing over produces new
combinations of alleles, pp. 172-173
Lesson 9.20, Chromosomes determine sex
in many species, pp. 174-175
9.21, Sex-linked genes exhibit a unique
pattern of inheritance, p. 176
9.22 Human sex-linked disorders affect
mostly males, p. 177
12
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
HS-LS4 Biological Diversity and Unity
Performance Expectations
HS-LS4-1 Students who demonstrate
understanding can:
Analyze and evaluate how evidence such as
similarities in DNA sequences, anatomical
structures, and order of appearance of
structures during embryo-logical
development contribute to the scientific
explanation of biological diversity.
SE = Student Edition
SE/TE: Lesson 13.4 question, p. 261;
Lesson 15.5 question, p. 298; Lesson 15.7
question, p. 301; Lesson 15.14 question, p.
308
Supporting content:
Lesson 1.7, Evolution explains the unity and
diversity of life, pp. 8-9
Lesson 12.21, Genomes hold the clues to
human evolution, pp. 250
Lesson 13.2, The study of fossils provides
strong evidence for evolution, p. 258
Lesson 13.3, Fossils of transitional forms
support Darwin’s theory of evolution,
p. 259
Lesson 13.4, Homologies proved strong
evidence for evolution, pp. 260-261
Lesson 13.5, Homologies indicate patterns
of descent that can be shown on an
evolutionary tree, p. 261
Lesson 13.7, Scientists can observe natural
selection in action, p. 263
Lesson 13.9, Evolution occurs within
populations, p. 265
Lesson 13.10, The Hardy-Weinberg
equation can test whether a population is
evolving, pp. 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, pp. 300-301
Lesson 15.10, Adaptive radiations have
increased the diversity of life, p. 304
Lesson 15.14, Phylogenies based on
homologies reflect evolutionary history,
pp. 308-309
Lesson 15.17, An organism’s evolutionary
history is documented in its genome,
pp. 312-313
13
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
HS-LS4-2 Students who demonstrate
understanding can:
Construct an explanation based on evidence
that biological diversity is influenced by (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.
SE = Student Edition
SE/TE: Chapter 13 Review, question 9, p.
275
Supporting content:
Lesson 13.6, Darwin proposed natural
selection as the mechanism of evolution,
p. 262
Lesson 13.7, Scientists can observe natural
selection in action, p. 263
Lesson 13.8, Mutation and sexual
reproduction produce the genetic variation
that makes evolution possible, pp. 264-265
Lesson 13.9, Evolution occurs within
populations, p. 265
Lesson 13.12, Natural selection, genetic
drift, and gene flow can cause
microevolution, pp. 268-269
Lesson 13.13, Natural selection is the only
mechanism that consistently leads to
adaptive evolution, p. 269
Lesson 36.7, Evolution shapes life histories,
pp. 730-731
14
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
HS-LS4-3 Students who demonstrate
understanding can:
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.
SE = Student Edition
SE/TE: Figure 36.7, Try This, p. 730
Supporting content:
Lesson 13.7, Scientists can observe natural
selection inaction, p. 263
Lesson 13.8, Mutation and sexual
reproduction produce the genetic variation
that makes evolution possible, pp. 264-265
Lesson 13.9, Evolution occurs within
populations, p. 265
Lesson 13.10, The Hardy-Weinberg
equation can test whether a population is
evolving, p. 266-267
Lesson 13.11, The hardy-Weinberg
equation is useful in public health science,
p. 267
Lesson 36.7, Evolution shapes life histories,
pp. 730-731
Lesson 37.2, Interspecific interactions are
fundamental to community structure,
p. 740
Lesson 37.3, competition may occur when a
shared resource is limited, p. 741
Lesson 37.4, Mutualism benefits both
partners, p. 741
Lesson 37.5, Predation leads to diverse
adaptations in prey species, p. 742
Lesson 37.6, Herbivory leads to diverse
adaptations in plants, p. 742
Lesson 37.7, Parasites and pathogens can
affect community composition, pp. 743
15
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
HS-LS4-4 Students who demonstrate
understanding can:
Construct an explanation based on evidence
for how natural selection leads to
adaptation of populations.
SE = Student Edition
SE/TE: Lesson 13.12 question, p. 269;
Lesson 13.13 question, p. 269
Supporting content:
Lesson 13.12, Natural selection, genetic
drift, and gene flow can cause
microevolution, pp. 268-269
Lesson 13.13, Natural selection is the only
mechanism that consistently leads to
adaptive evolution, p. 269
Lesson 13.14, Natural selection can alter
variation in a population in three ways,
pp. 270
Lesson 13.15, Sexual selection may lead to
phenotypic differences between males and
females, p. 271
Lesson 13.16, The evolution of drugresistant microorganisms is a serious public
health concern, p. 272
Lesson 13.17, Diploidy and balancing
selection preserve genetic variation,
pp. 272-273
Lesson 13.18, Natural selection cannot
fashion perfect organisms, p. 273
16
TE = Teacher’s Edition
A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015
to the
Oklahoma Academic Standards for Biology I
Campbell Biology
Concepts and Connections
8th Edition, ©2015
Oklahoma Academic Standards
for Biology I
HS-LS4-5 Students who demonstrate
understanding can:
Synthesize, communicate, and evaluate the
information that describes how changes in
environmental conditions can affect the
distribution of traits in a population
causing: 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.
SE = Student Edition
SE/TE: Lesson 14.4 question, p. 282;
Lesson 14.5 question, p. 283; Lesson 14.8
question, p. 286; Lesson 15.10 question,
p. 304; Lesson 36.5 question, p. 729;
Lesson 37.11 question, p. 747; Lesson
37.12 question, p. 748
Supporting content:
Lesson 14.4, In allopatric speciation,
geographic isolation leads to speciation,
p. 282
Lesson 14.8, Isolated islands are often
showcases for speciation, p. 286
Lesson 14.9, Lake Victoria is a living
laboratory for studying speciation, p. 287
Lesson 15.9, During mass extinctions, large
numbers of species are lost, pp. 302-303
Lesson 15.10, Adaptive radiations have
increased the diversity of life, p. 304
Lesson 36.4, Idealized models predict
patterns of population growth, pp. 726-727
Lesson 36.5, Multiple factors may limit
population growth, pp. 728-729
Lesson 36.6, Some populations have
“boom-and-bust” cycles, p. 729
Lesson 36.7, Evolution shapes life histories,
pp. 730-731
Lesson 37.10, Species diversity include
relative abundance and species richness,
p. 746
Lesson 37.11, Some species have a
disproportionate impact of diversity, p. 747
Lesson 37.12, Disturbance is a prominent
feature of most communities, p. 748
Lesson 37.13, Invasive species can
devastate communities, p. 749
17
TE = Teacher’s Edition