Science Notebook - Teacher Edition

1 Teacher Annotated Edition Biology Consultant Douglas Fisher, About the Consultant Douglas Fisher, is a Professor in the Department of Teacher Education at San Diego State University. He is the recipient of an Interna- tional Reading Association Celebrate Literacy Award, as well as a Christa McAuliffe Award for Excellence in Teacher Education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as Improving Adolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU's Teacher credentialing program as well as graduate-level courses on English language development and literacy. He also has taught classes in English, writing, and literacy development to secondary school students. Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher.

2 Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027. ISBN-13: 978-0-07-874604-8. ISBN-10: 0-07-874604-3. Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 11 10 09 08 07 06. To the Teacher .. vi Chapter 8. Note-Taking Tips .. viii Cellular Energy Preview .. 77. Section .. 78. Chapter 1 Section .. 81. The Study of Life Preview .. 1 Section .. 84. Section .. 2 Chapter 9. Section .. 5. Section .. 8 Cellular Reproduction Preview .. 87. Section .. 88. Chapter 2 Section .. 91. Principles of Ecology Preview .. 11 Section .. 94. Section .. 12 Chapter 10. Section .. 15. Section .. 18 Sexual Reproduction and Genetics Preview .. 97. Chapter 3 Section .. 98. Communities, Biomes, and Section .. 101. Ecosystems Preview .. 21 Section .. 104. Section .. 22 Chapter 11. Section .. 25. Section .. 28 Complex Inheritance and Human Heredity Preview .. 107. Chapter 4 Section .. 108. Population Ecology Preview .. 31 Section .. 111.

3 Section .. 32 Section .. 114. Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Section .. 35. Chapter 12. Chapter 5 Molecular Genetics Preview .. 117. Biodiversity and Section .. 118. Conservation Preview .. 39 Section .. 121. Section .. 40 Section .. 124. Section .. 43 Section .. 127. Section .. 46 Chapter 13. Chapter 6 Genetics and Chemistry in Biology Preview .. 49 Biotechnology Preview .. 131. Section .. 50 Section .. 132. Section .. 53 Section .. 135. Section .. 56 Section .. 138. Section .. 59. Chapter 14. Chapter 7 The History of Life Preview .. 141. Cellular Structure and Section .. 142. Function Preview .. 63 Section .. 145. Section .. 64 Chapter 15. Section .. 67. Section .. 70 Evolution Preview .. 149. Section .. 73 Section .. 150. Section .. 153. Section .. 156. Biology Science Notebook iii Chapter 16 Chapter 24. Primate Evolution Preview .. 159 Introduction to Animals Preview .. 245. Section .. 160 Section .. 246.

4 Section .. 163 Section .. 249. Section .. 166 Section .. 252. Chapter 17 Chapter 25. Organizing Life's Worms and Mollusks Preview .. 255. Diversity Preview .. 169 Section .. 256. Section .. 170 Section .. 259. Section .. 173 Section .. 262. Section .. 176 Section .. 265. Chapter 18 Chapter 26. Bacteria and Viruses Preview .. 179 Arthropods Preview .. 269. Section .. 180 Section .. 270. Section .. 183 Section .. 273. Section .. 276. Chapter 19. Protists Preview .. 187 Chapter 27. Section .. 188 Echinoderms and Invertebrate Section .. 191 Chordates Preview .. 279. Section .. 194 Section .. 280. Section .. 197 Section .. 283. Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Chapter 20 Chapter 28. Fungi Preview .. 201 Fishes and Amphibians Preview .. 287. Section .. 202 Section .. 288. Section .. 205 Section .. 291. Section .. 208 Section .. 294. Chapter 21 Chapter 29. Introduction to Plants Preview .. 211 Reptiles and Birds Preview.

5 297. Section .. 212 Section .. 298. Section .. 215 Section .. 301. Section .. 218. Section .. 221 Chapter 30. Mammals 305. Chapter 22 Section .. 306. Plant Structure and Section .. 309. Function Preview .. 225 Chapter 31. Section .. 226. Section .. 229 Animal Behavior Preview .. 313. Section .. 232 Section .. 314. Section .. 317. Chapter 23. Chapter 32. Reproduction in Plants Preview .. 235. Section .. 236 Integumentary, Skeletal, and Section .. 239 Muscular Systems Preview .. 321. Section .. 242 Section .. 322. Section .. 325. Section .. 328. iv Table of Contents Chapter 33. Nervous System Preview .. 331. Section .. 332. Section .. 335. Section .. 338. Section .. 341. Chapter 34. Circulatory, Respiratory, and Excretory Systems Preview .. 345. Section .. 346. Section .. 349. Section .. 352. Chapter 35. Digestive and Endocrine Systems Preview .. 355. Section .. 356. Section .. 359. Section .. 362. Chapter 36. Human Reproduction and Development Preview.

6 365. Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Section .. 366. Section .. 369. Section .. 372. Chapter 37. Immune System Preview .. 375. Section .. 376. Section .. 379. Section .. 382. Biology Science Notebook v To the Teacher Dear Science Teacher , As you begin a new school year, one of the biggest challenges you will probably encounter is getting students to read their textbooks. Informational text can overwhelm students, leaving them less likely to read and more likely to become apathetic about learning. I believe that this Science Notebook will help students use their textbooks more effectively as they learn about Biology. Note-Taking and Student Success versity. Faber, Morris, and Lieberman (2000). found that the Cornell Note-Taking System There is considerable research evidence improves comprehension and increases test that addresses how students understand diffi- scores. cult concepts and content in school. Glencoe/.

7 The column on the left side of the page McGraw-Hill has developed the Science Notebook highlights the main ideas and vocabulary of for Science students based upon that research. the lesson. This column will help students find Evidence indicates that students need to know information and locate the references in their how to take notes, use graphic organizers, learn textbooks quickly. Students can also use this col- vocabulary, and develop their thinking skills by umn to sketch drawings that help them visually writing, in order to achieve academic success. remember the lesson's information. In the col- The ability to take and organize notes pre- umn on the right side of the page, students will dicts how well students will do in school. Peverly, write detailed notes about the main ideas and Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Brobst, Graham, and Shaw (2003) showed that vocabulary. The notes they take in this column when students use background knowledge and will help them focus on the important informa- take notes, they are likely to perform well on tion in the lesson.

8 As students become more tests. Pauk (1974) observed that note-taking was comfortable using the Cornell Note-Taking a critical skill for college success. Notes serve as System, they will see that it is an important tool an external storage function (meaning on the that helps them organize information. paper) that builds comprehension and content understanding (Ganske, 1981). This Science Notebook is a tool that students can use to achieve this goal. I would like to share some of The Importance of Graphic the features of this Science Notebook with you Organizers before you begin teaching. Second, there are many graphic organiz- ers in this Science Notebook . Graphic organiz- ers allow students to see the lesson's important The Cornell Note-Taking System information in a visual format. In addition, First, you will notice that the pages in the graphic organizers help students summarize Science Notebook are arranged in two columns, information and remember the content.

9 I hope which will help students organize their thinking. that you will encourage students to use the This two-column design is based on the Cornell graphic organizers because they will help them Note-Taking System, developed at Cornell Uni- understand what they are reading. vi To the Teacher Research-Based Vocabulary Writing Prompts and Note-Taking Development Finally, there are a number of writing exer- Third, you will notice that vocabulary is cises included in this Science Notebook . Writing introduced and practiced throughout the Science is a useful tool that helps students understand Notebook . When students know the meaning the information that is being presented. Writing of the words used to discuss information, they helps them to assess what they have learned. are able to understand that information better. You will see that many of the writing exercises Also, students are more likely to be successful in require students to practice the skills of good school when they have vocabulary knowledge.

10 Readers. Good readers make connections between When researchers study successful students, their lives and the text and predict what will they find that as students acquire vocabulary happen next in the reading. They question the knowledge, their ability to learn improves information and the author of the text, clarify (Martino and Hoffman, 2002). The Science Note- information and ideas, and visualize what the book focuses on learning words that are very text is saying. Good readers also summarize the specific to understanding the content of the information that is presented and make inferences textbook. The Science Notebook also highlights or draw conclusions about the facts and ideas. general academic words that students need to I wish you well as you begin another school know so that they can understand any textbook. year. This Science Notebook is designed to help These vocabulary words are based on the Aca- students understand the information in your demic Word List (AWL) developed by Averil Biology class.