Focus on California Life Science 7th Grade Cover TOC Preface

California A on I is Safety Symbols These symbols appear in laboratory activities . They warn of possible dangers in the laboratory and remind you to work carefully . Safety Goggles Wear safety goggles to protect your eyes iii any activity involving chemicals or heating , or glassware . Lab Apron Wear a laboratory apron to protect your skin and clothing from damage . Breakage Handle breakable materials , such as , with care . Do not touch broken glassware . Gloves Use an oven mitt or other hand protection when handling hot materials such as hot plates or hot glassware . Wear disposable plastic gloves when working with harmful chemicals and organisms . Keep your hands away from your face , and dispose of the gloves according toyour teacher instructions . Heating Us I clamp or tongs to pick up hot glassware . Do not touch hot objects with your bare hands . Flames Before you work with tie back loose hair and clothing . Follow instructions from your teacher about lighting and extinguishing flames . No Flames When using materials , make sure there are no , sparks . or other exposed heat sources present . iVE Chemical Avoid getting acid or other corrosive chemicals on your skin or clothing or in your eyes . Do not inhale the vapors . Wash your hands after the activity . Poison Do not let any poisonous chemical come into contact with your skin , and do not inhale its vapors . Wash your hands when you are with the activity . all 93 Fumes Work in a ventilated area when ful vapors may be involved . Avoid inhaling vapors directly . Only test an odor when directed to do so by your teacher , and use a waiting motion to direct the vapor toward your nose . Sharp Scissors . scalpels . knives . needles , pins . and can cut your skin . Always direct a sharp edge or point away from yourself and others Animal Safety Treat live or preserved animals or animal parts to avoid harming the animals or yourself . Wash your hands when you are with the activity . Plant Safety Handle plants only as directed by your teacher . If you are allergic to certain plants , tell your teacher . do not do an activity involving those plants . Avoid touching harmful plants such as poison ivy . Wash your hands when you are with the activity . Electric Shock To avoid electric shock , never use electrical equipment around water , or when the equipment or your hands are wet . Be sure cords are and can not ' trip anyone . Unplug equipment not . Physical Safety When involves physical activity , avoid injuring self or others . Alert your teacher if there is any should not participate . Disposal Dispose of chemicals and other laboratory materials Follow the instructions from your teacher . Hand Washing Wash your hands when finished with the activity Use antibacterial soap and warm water . General Safety Awareness When this symbol appears , follow the instructions provided . When you are asked to develop your own procedure in a lab . have your teacher approve your plan before you go further .

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Padilla . Professor of Science Education University of Georgia Athens . Georg Michael Padilla is a leader in middle school science education . He has served as President of the National Science Teachers Association and as a Write ! of the National Science Education Standards . As lead author of Science Explorer , Mike has inspired the team in developing a program that meets the needs of middle grade students , promotes science inquiry , and is aligned with the National Science Education Standards . Medical Writer North Reading , Massachusetts Donald . Professor of Biology Hope ( allege Holland . Michigan Program Authors , President Museum of Science Boston , Massachusetts Originally trained as a mechanical engineer , is in forefront of the national movement to increase technological literacy . As dean of the University School of , spearheaded the introduction of engineering into the Massachusetts curriculum . Currently he is working with school systems across the country to engage students in engineering activities and to foster discussions on the impact of science and technology on society . Book Authors Ian . Science Writer , Alabama Martha . run Director of Worcester Polytechnic Institute Worcester , Massachusetts engineering outreach . She has over nine years of experience with Ind that emphasize the use of engineering principles , through projects , to excite and motivate students and teachers of mathematics and science in grades . Her goal is to stimulate a continued interest in science and mathematics through engineering . lay . Professor of Astronomy Williams College , Massachusetts . Associate Professor of Earth and Planetary Sciences Washington University Louis , Missouri

Reading Consultants Kate Kate , is a faculty member in the Department of Secondary Education at San Francisco State University . A specialist in acquisition and adolescent literacy , she teaches coursework addressing language and literacy development across the secondary curricula earned her master degree in from San Francisco State University and her . in Second Language Acquisition from the University of San Francisco . Kevin Feldman Kevin Feldman , is the Director of Reading and Early Intervention with the Sonoma County Office of Education ( and an independent educational consultant . At the , he develops . organizes , and monitors programs related to literacy . Feldman has a master degree from the University of California , Riverside , in Special Education , learning Disabilities , and instructional Design . He earned his . in Curriculum and Instruction front the University of San Francisco . Mathematics Consultant William lite , Professor of Education and Applied Statistics and Computation Washington University Louis , Missouri Contributing Writers Douglas Bowman lorie Evan Education Teacher Science Consultant Science Instructor Middle School , Connecticut The School . Oregon Paramus . New Patricia James Robert , Ir . Science Instructional Science Instructor Department of Biology State University of at Ulster Jamestown School Hope College Stone Ridge . New York . Rhode Island Holland . Michigan ( emp , Science Instructor Assistant Professor of Education Science Instructor Oak Ridge High School University of Louisville The School Oak Ridge , Tennessee Louisville , Kentucky Atlanta , Georgia Theresa Beth Former Science Instructor Technology Writer Clinton , Tennessee , Massachusetts Iv

Reviewers California Master Teacher Board Roosevelt School San Francisco , California later Middle School Bay Point . California Lu Castillo Prairie Vista Middle School Hawthorne . California Laura Pinon Stone Valley Middle School Alamo . California Finley Central Middle School Riverside . California Glen San Lorenzo Middle School King City . California Al Sonoma State University ( retired ) Park . California Sonoma County Office of Education Santa Rosa . New Washington School la Hahn . California Dime Maynard Vineyard Junior High Alia . California Catherine Rio Norte Junior High School Santa , California Pritchard . Washington Middle School La , California Richard Bury , Department of Geological Sciences San Diego State University San Diego . California . Department of Chemistry California State University Sacramento Sacramento . California , Department of Astronomy University of California Berkeley Berkeley . Susan Collins . Department of and Biochemistry California State University Northridge . California Debra . Department of Physics and Astronomy San Francisco State University San . California . Department of Physics University of the Stockton . California ( Rita Hoot Department of Science College Woodland , California Discovery Museum Sacramento , California . Center for Environmental Science and Policy Stanford University Stanford . California George . Senior Education and Specialist Monterey Bay Aquarium Research Institute Moe Landing , California Robert Mellon . Department of Geological Sciences San Diego State University San Diego . California Donald . Department of Plant University of California Riverside Riverside . Ingrid Salim Harper Junior High School Davis , California Shield Nicolas Junior High School . Milli Waltz Middle School Costa Mesa , California Jocelyn El Dorado High School . California Eric Norman . Berkeley National lab University of California Berkeley . California ) ohn Department of Earth Sciences University of Southern California to Angela . California James Prince . of Biology California State University Fresno Fresno . California Gerald Sanders . Department of Biology San Diego State University San Diego . California Satan Schwartz . Department of Earth Sciences University Santa Cruz Santa Cruz . California . MA . Lawrence Berkeley National lab University of California Berkeley Berkeley . California OI

( uni ha . Petal . mu Department of Physics University of Colorado Boulder . Colorado Id ?

Junior College , Florida . Department of Chemistry Marshall University Huntington . West Virginia . Department of Astronomy of California Berkeley Berkeley . California Department of University of Arizona meson . Department of Meteorology University of Maryland College Park . Maryland Diane Doser , Department of Geological Sciences Texas at El Paw Paw . Texas it . vim Department of Biology Baylor University Waco . Texas Michael Bade . Center for Technological literacy University Hempstead , New York Michael , Department of Geological University . Indiana ' li ' I . Department of Chemistry College of Charleston Charleston , South Carolina . Donald . Department of Molecular Physiology . at Biotechnology Brown University . Rhode Jeremiah . Department of Biological Science Central Connecticut State University New Britain . Connecticut lode . Wear Virginia University . West Virginia . Department of Geography Ohio State University Columbus . Ohio . Department of Chemistry and Biochemistry College of Charleston Charleston . South Carolina loe McCullough . Department of Natural and Applied Sciences College . California Robert Mellon . Department of Geological Sciences San Diego State University San Diego , California Moran . American Meteorological Society Washington . David . Department of Chemistry Michigan State University East Lansing . Michigan Ruth Hathaway . Hathaway Consulting Cape . Missouri Philip A . Bud . Department of Occupational Studies Old Dominion University Norfolk . Virginia Scott . Department of the Earth Science State University of New York . College at . New York Laurence . I . Department of Chemistry Indiana State University Terre Haute . Indiana Ronald Sou . Department of Biology and Chemistry Rice University Houston . was George . Department of Chemistry Northwestern University , Carnegie Institution of Washington Washington . no Robert . Section of Plant Biology University of Davis . California . College of Science and Engineering The University of Texas Pan . Texas Welly , School of Education University of . Wisconsin Edward . Department of Biology Blackburn College . Dough Science Education Consultant Edgewood , Washington

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it BIG Idea How do scientists make progress in understanding the natural world ?

BIG Idea How does light allow you to see ?

Looking at Cells Chapter what is Life Science ?

Build Science Vocabulary Academic Words . How to Read Science Preview Text Structure . 43 Standards Investigation ideas and Scientific Evidence . Thinking Like a Scientist . Analyzing Data Chimp Food . The Study of Life . 13 Scientific Inquiry . 18 Safety in the Laboratory . 23 A Design Your Own Lab Keeping Flowers Fresh . 27 Chapter Using Light 32 Build Science Vocabulary Latin Word Origins . 34 How to Read Science Preview Visuals . 36 A Standards investigation Design and Build an Optical instrument . 37 Waves and the Electromagnetic Spectrum 38 Visible Light and Color 46 A Skills Lab Changing Colors . Reflection and Refraction 52 Analyzing Data Bending Light 57 A Skills Lab Looking at Images . 61 Seeing Light Optical Tools 65

Chapter Cell Structure and Function Build Science Vocabulary Prefixes . How to Read Science Identify Main Ideas Standards Investigation With a Cell . 79 BIG ea Discovering Cells . 80 ' Technology Lab Design and Build a Microscope . 86 what is the Looking Inside Cells . 88 structure of , Skills Lab Sizing Up a Cell . 96 ?

Chemical Compounds In Cells . 91 Analyzing Data Compounds in Bacteria and Mammals . 100 lhe Cell in Its Environment . 102 Chapter Cell Processes and Energy 112 Build Science Vocabulary Greek Word Origins . 114 How to Read Science Create Outlines . 116 A Standards Investigation Shine Onl . 117 Photosynthesis . 118 Respiration . 123 A Design Your Own Lab Exhaling Carbon Dioxide . 128 How do Cell . 129 obtain the Analyzing Data Length of the Cell Cycle . 134 energy 41 , Skills Lab Multiplying by Dividing . 137 ' Differentiation . functions ?

Unit Review . 146 I 1316 Idea How are traits passed from parents to offspring ?

1816 Idea How are traits inherited in people ?

Genetics and Evolution Chapter Genetics The Science of Heredity 148 Build Science Vocabulary . 150 ' How to Read Science Take Notes . 152 Standards Investigation All in the Family . 153 Mendel Work . 154 Skills Lab Take a Class Survey . 160 Probability and Heredity . 162 Analyzing Data What Are the ?

166 Skills Lab Make the Right Call ! 168 The Cell and Inheritance . 170 Genes , DNA , and Proteins . 175 Chapter Modern Genetics . Build Science Vocabulary Academic Words . 188 How to Read Science Identify Main ideas . 190 Standards Investigation Teach Others About a Trait . 191 Human Inheritance . 192 Human Genetic Disorders . 199 Skills Lab Family Puzzle . 204 Advances in Genetics . 205 Analyzing Data Changing Rice Production . 207 45 Skills Lab Guilty or Innocent ?

211 Chapter Changes Over Time 218 Build Science Vocabulary Identify Multiple Meanings . 220 How to Read Science Identify Supporting Evidence . 222 Standards Investigation Extinction and Fossils . 223 Darwin Theory . 224 , Skills Lab Nature at Work . 232 Evidence of Evolution . 234 Evolution of Species . Skills Lab Telltale Molecules . 247 Classifying Organisms . 248 Branching . 255 Analyzing Data Data for a Branching Tree Diagram . 256 Chapter Earth History 262 Build Science Vocabulary Use Clues to Determine Meaning . 264 How to Read Science Create Outlines . 266 Standards Investigation A Journey Through Geologic Time . 267 The Rock Cycle . 268 The Relative Age of Rocks . 272 Skills Lab Finding Clues to Rock Layers . 278 Radioactive Dating . 279 Movement of Earth Plates . 283 The Geologic Time Scale . 286 Analyzing Data Mass Extinctions . 291 A Skills Lab As Time Goes By . 298 Unit Review . 304 interdisciplinary Exploration Dogs Loyal Companions . 306 ?

A ( BIG Idea What factors have caused the evolution and diversity of organisms ?

BIG Idea How does evidence from rocks help scientists understand Earth iv BIG Id ea How do structure and function vary among organisms in different domains and kingdoms ?

BIG Idea How does the structure of a plant allow it to grow and reproduce ?

Structure and Function in Living Systems Chapter Viruses , Bacteria , and Fungi 312 Build Science Vocabulary Prefixes . 314 How to Read Science Compare and Contrast . 316 Standards Investigation A Mushroom Life Cycle . 317 Viruses . 318 Skills Lab How Many Viruses Fit on a Pin ?

Bacteria . 325 Analyzing Data Population Explosion . 329 . 334 Fungi . 344 Skills Lab What for Lunch ?

350 Chapter 10 Structure and Function of Plants 356 Build Science Vocabulary Academic Words . 358 ' How to Read Science Sequence . 360 Standards Investigation Cycle of a Lifetime . 361 The Plant Kingdom . 362 Analyzing Data Water Loss in Plants . 364 Plants without Seeds . 370 The Characteristics of Seed Plants . 375 Roots , Stems and Leaves . 380 A Design Your Own Lab Eye on Photosynthesis . 386 Reproduction in Seed Plants . 388 Skills Lab A Close Look at Flowers . 398

Chapter 11 Structure and Function of Invertebrates . Build Science Vocabulary Use Clues to Determine Meaning . How to Read Science Take Notes . 408 A Standards Investigation Going Through Changes . 409 What Is an Animal ?

Sponges and . Worms and . 424 Analyzing Data Roundworm Numbers . 428 i Skills Lab Earthworm Responses . Arthropods . 434 Skills Lab Invertebrates on Branches . 442 . Chapter 12 Structure and Function of Vertebrates . Build Science Vocabulary Greek Word Origins . How to Read Science Compare and Contrast . A Standards investigation Animal Adaptations . What Is a Vertebrate ?

456 Skills Lab A Model Backbone . 461 Fishes . Amphibians . Reptiles . Data The Sex Ratio of Alligators . Birds . 480 Mammals . 486 Analyzing Data Mammal Diversity . A consumer Lab Keeping Warm . 495 Unit Review . What major functions do animals bodies perform ?

Idea How does the structure of vertebrates help them to function ?

How do the physical principles of forces and machines relate to the functions of your muscles and skeleton ?

BIG Idea What are the major functions of the circulatory and respiratory systems ?

Structure and Function in the Human Bod Chapter 13 Bones and Muscles . 502 Build Science Vocabulary Latin Word Origins . 504 How to Read Science Take Notes . 506 Standards Investigation A Machine . 507 Organ Systems Homeostasis . 508 The Skeletal System . 518 The Muscular System . 526 Skills Lab A Look Beneath the Skin . 531 Machines and the Body . 532 Analyzing Data Mechanical Advantage . 538 A Design Your Own Lab Using Your Leverage . 540 Chapter 14 Circulation and Respiration 546 Build Science Vocabulary Academic Words . 548 ' How to Read Science Sequence . 550 Standards Investigation Travels of a Red Blood Cell . 551 The Body Transport System . 552 Skills Lab Heart Beat , Health Beat . 562 Blood and Lymph . 563 The Respiratory System . 570 Analyzing Data The Air You Breathe . 571 A Skills Lab A Breath of Fresh Air . 579 Cardiovascular and Respiratory Diseases . 580

Chapter 15 The Nervous System 594 Build Science Vocabulary . How to Read Science Identify Main Ideas . 598 Standards Investigation Sense and Nonsense . 599 How the Nervous System Works . 600 Design Your Own Lab Ready or Not ?

605 Divisions of the Nervous System . Sight and Hearing . 614 Analyzing Data Sound Intensity . 618 Smell , Taste . and Touch . 621 Alcohol and Other Drugs . 624 Chapter 16 The Endocrine System and Reproduction 634 Build Science Vocabulary Identify Related Word Forms . 536 How to Read Science Analyze Cause and Effect . 638 Standards Investigation Taking Shape . 639 The Endocrine System . 640 A Technology Lab Modeling Negative Feedback . 646 The Male and Female Reproductive Systems . 648 Analyzing Data Changing Hormone Levels . 654 Pregnancy , Development , and Birth . Unit Review . 668 Handbook . 670 Appendix A Laboratory Safety . 686 Appendix Using a Microscope . 688 English and Spanish Glossary . 690 Index . 714 Acknowledgments . 726 Idea How do organs and other structures enable the nervous system to function ?

I Idea How do the endocrine and reproductive systems work together to contribute to reproduction ?

i xvi Standards How Keen Are Your Senses ?

How Is Structure Related to Function ?

What CanYou Learn About Mealworms ?

Where Is the Safety Equipment in Your School ?

What Is White Light ?

How Do Colors Mix ?

How Does a Ball Bounce ?

How Does a Beam of Light Travel ?

How Does a Pinhole Viewer Work ?

Is Seeing Believing ?

How Large Are Cells ?

What Is a ?

How Do Molecules Move ?

Where Does the Energy Come From ?

18 What Is a Product of Respiration ?

What Are the Yeast Cells Doing ?

Howls It Different ?

What Does the Father Look Like ?

What the Chance ?

Which Which ?

Can You Crack the Code ?

How Tall 15 Tall ?

How Many Chromosomes ?

What Do Fingerprints Reveal ?

How Do Living Things Vary ?

What Can You leam From Fossils ?

Which Is the Closer Relative ?

Can You Organize a Drawer ?

How Does Pressure Affect Particles of Rock ?

Which layer Is the Oldest ?

How long Till Gone ?

Exploration and inquiry betore reading Where Were the Fossils Found ?

Your Time Scale . Which Lock Does the Key Fit ?

How Quickly Can Bacteria Multiply ?

What Lives in a Drop of Pond Water ?

Do All Molds Look Alike ?

What Do Leaves Reveal About Plants ?

Will Mosses Absorb Water ?

What the Story ?

Which Plant Part is It ?

What Is a Fruit ?

Is an Animal ?

How Do Natural and Synthetic Sponges Compare ?

What Does a Flatworm Look Like ?

Will it Bend and Move ?

How Do Sea Stars Hold On ?

Howls an Umbrella Like a Skeleton ?

How Does Water Flow Over a Fish Gills ?

What the Advantage of Being Green ?

How Do Snakes Feed ?

What Are Feathers Like ?

What Are Mammals Teeth Like ?

How Does Your Body Respond ?

Hard as a Rock ?

How Do Muscles Work ?

Are You an Eating Machine ?

How Hard Does Your Heart Work ?

What Kinds of Cells Are in Blood ?

How Big Can You Blow Up a Balloon ?

Which Foods Are Heart Healthy ?

How May Systems Work Together ?

A How Does Your Knee React ?

Can You See Everything With One Eye ?

What in the Bag ?

Activity Making an Image . What a View ! Gelatin Cell . Comparing Cells . Osmosis in Action . Looking at Pigments . Modeling Mitosis . Coin Crosses . Seeing Red . Bird Beak Adaptations . Preservation in Ice . Sampling a Sandwich . Life and Times . Bacteria for Breakfast . Watching . Spreading Spores . Examining a Fern . It , of ( Controlling Variables . Observing . Predicting . Predicting . Drawing Conclusions . Predicting . Making Models . Drawing Conclusions . Classifying . Predicting . Classifying . What is Alcohol Effect ?

What the Signal ?

What the Big Difference ?

Is It Safe From Harm ?

Reinforcement of key The Scoop on Cones . Get Moving . Hydra Doing ?

Insulated Mammals . How Is a Book Organized ?

Break Up ! Which Pieces Fit Together ?

Soft Bones ?

Get a Grip . Caught in the Web . What Do You Exhale ?

Blocking the Flow . You Blinked ! Working Together . Way to Grow ! Graphing . Observing . Classifying . Creating Data Tables . Writing a Hypothesis . Controlling Variables . Making Models . Designing Experiments . Communicating . Making Models . Calculating . xvii

Math Tech or Design Something About Plants . It Complementary . Color Mix . Compounds in Food . Make Bread . Model Differences . Gardens and Heredity . Food and Selective Breeding . Modeling Fossil Formation . Kitchen . Drawer to the Past . Edible Bacteria . Algae Scavenger Hunt . Classifying Plants . Tech Design in History The Microscope Improvements Over Time . Technology Lab Design and Build a Microscope . Technology and Society DNA Fingerprinting . Science and History Bacteria and Foods of the World . Science and Society Coral Reefs in Danger . 01 use Math Skills Angles . Ratios . Percentage . A ! ill Quirk , engaging activities for home and family Plant Walk . Edible Mollusks . Bug Hunt . Bumpy Back Rub . Count Down . Mammals Milk . Model Joints . What Your Blood Type ?

Warning Labels . Pass the Salt , Please . Light Touch . Medicine Labels . Understanding Risk . Science and History Discovering Vertebrate Fossils . Tech Design in History Advances in Cardiovascular Medicine . Technology and Society Machines . Technology Lab Modeling Negative Feedback . Percentage . Multiples . Calculating a Rate . Surface Area .

The Nature of Inquiry . Electromagnetic Waves . Mirrors and Lenses . Lenses . Virtual Dissection of the Eye . Plant and Animal Cells . The Photosynthesis Process . The Cell Cycle . Protein Synthesis . A Pedigree . Fossil Formation . Rock Cycle . index Fossils . Continental Drift . Active and Hidden Viruses . Amoeba and Paramecium . The Structure of a Flower . Structure of a Sponge . Water Vascular System . Respiration and Circulation . Respiration and Circulation . Movable . The Heart . The Breathing Process . The Nervous System . Negative Feedback . I nun Holding Go ext lemon web Links . Enhance understanding Get connected to exciting web Experience the complete through dynamic video . resources In ovary lesson . book online and . Preview Get motivated with 33 Activities Practice skills and this introduction to the chapter . Find Web links on learn content . Field Trip Explore a story related to the chapter content . topics relating to every section . Active Art Interact with selected visuals from every chapter online . Assessment Review content and take an assessment . Planet Diary Explore news and natural phenomena through weekly reports . Science News Keep up to date with the latest science discoveries . Videos Explore content and learn important lab skills . Audio Support Hear key spoken and defined . use instant feedback to help you track your progress .

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Science Content Standards This textbook is organized to support your learning of the California Science Content Standards . Understanding this organization can help you master the standards . Every chapter begins with a Focus on the Big Idea question that is linked to a California Science Standard . Focus on the Big Idea poses a question for you to think about as you study the chapter . You will discover the answer to the question as you read . i BIG Idea How do cells obtain the energy they need to carry out all their functions ?

Standards Focus I Each section begins with a Standards Focus . You will learn about these California Science Standards as you read the section . Students know that liberate energy for the work that cells do and that capture sunlight energy for The ' into two to four Key Concept questions . You will find the answers to these ' How does the Sun supply Wing questions as you rea the section things with the energy they need ?

What happens during the process Standards Key ' Grade Level Standard Set and Standard 70 ad Content Area for Science for Ans Math for Mathematics The next several pages will introduce you to the California Science Content Standards for Grade . Seven sets of standards cover the material you will be learning this year . Each standard set contains several specific standards that tell what you need to know . For Grade , these standards focus mainly on life science . Some of the standards also help you learn about relationships between life science and other branches of science . STANDARD SET Cell Biology . All living or are composed of cells , from just one to many Ions , whose details usually are visible only through a microscope . As a basis for understanding this concept a . Students cells function similarly in all living organisms . Students know the characteristics that distinguish plant cells from animal cells , including and cell walls . Students know the nucleus is the repository for genetic information in plant and animal cells . What it Means to You You will learn that all organisms are made up of cells . These cells have many functions and structures in common , but there are differences between cells from different organisms . You will learn about the important between plant and animal cells . You will also learn that cells have a nucleus that holds the cell genetic information and controls me cell functions . Where You Will Learn It Chapters and ( cu cu

LI . STANDARD SET , continued Students know that mitochondria liberate energy for the work that cells do and that capture sunlight energy for photosynthesis . Students know cells divide to increase their numbers through a process of mitosis , which results in two daughter cells with identical sets of chromosomes . Students know that as multicellular organisms develop , their cells differentiate . What It Means to You You will learn how cells get the energy they need to perform their functions . Some cells , such as those in plants , have that capture energy from sunlight and use it to produce food that the cell can use . You will learn that both plant and animal cells have mitochondria that release energy from food . Cells use this energy to carry out many functions . You will also learn how cells divide to produce new cells . In organisms , cells may develop specialized structures that allow them to perform different functions . Where You Will Learn it Chapters , 10 , and

STANDARD SET Genetics . A typical cell of an organism contains genetic instructions that specify its tra . Those traits may be by environmental . As a basis for understanding this concept a . Students know the differences between the life cycles and reproduction methods of sexual and asexual organisms . Students know sexual reproduction produces offspring that inherit half their genes from each parent . Students know an inherited trait can be determined by one or more genes Students know plant and animal cells contain many thousands of different genes and typically have two copies of every gene . The two copies ( or alleles ) of the gene may or may not be identical , and one may be dominant in determining the phenotype while the other is recessive . Students know DNA ( acid ) is the genetic material of living organisms and Is located in the chromosomes of each cell . What It Means To You In this standard set , you will learn how organisms reproduce . You will learn that there are two main types of reproduction asexual and sexual . You will also learn how parents pass the ' genetic information to their offspring in sexual reproduction . You will discover how DNA within a cell is divided into sections called genes . These genes determine an organism traits . Where You Will Learn it Chapters , 10 , ii , and 12 re

STANDARD SET Evolution I at . Biological evolution accounts for the diversity of species developed through gradual processes over many generations . As a basis for understanding this concept a . Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms . Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution . Students know how independent lines of evidence from geology , fossils , and comparative anatomy provide the bases for the theory of evolution . Students know how to construct a simple branching diagram to classify living groups of organisms by shared derived characteristics and how to expand the diagram to include fossil organisms . Students know that extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient for its survival . What It Means to You You will learn that the great diversity of organisms on Earth has developed over time through the process of evolution . You will learn how Charles developed the theory of natural selection , and how evidence from fossils , Earth rock layers , and comparisons of organisms supports this theory . You will also learn how genetic variations and environmental changes interact in natural selection . You will practice creating diagrams that show the relationship among living organisms and fossils . You will also learn that when a species of organisms can not adapt to a change in the environment , the species may die out , or become extinct . Where You Will Learn it Chapters , 11 , and 12

STANDARD SET Earth and Life History . Evidence from rocks allows us to understand the evolution of life on Earth . As a basis for understanding this concept a . Students know Earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time . Students know the history of life on Earth has been disrupted by major catastrophic events , such as major volcanic eruptions or the impacts of asteroids . Students know that the rock cycle includes the formation of new sediment and rocks and that rocks are often found in layers , with the oldest generally on the bottom . What It Means to You You will learn how scientists use evidence found in layers of rock to study the evolution of life on Earth . You will learn how scientists study processes that occur on Earth today , such as the rock cycle , to understand what happened in earlier times . You will also learn how sudden events ( such as volcanic eruptions and asteroid impacts ) have changed the history of life on Earth . Where You Will Learn it ( ro Chapter an

. STANDARD SET , continued Students know that evidence from geologic layers and radioactive dating indicates Earth is approximately billion years old and that life on this planet has existed for more than billion years . Students know fossils provide evidence of how life and environmental conditions have changed . Students know how movements of Earth continental and oceanic plates through time , with associated changes in climate and geographic connections , have affected the past and present distribution of organisms . Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale . What It Means to You You will learn how scientists have determined the age of Earth and of early life forms by using radioactive dating and by comparing materials found in different rock layers . Fossils found in rock layers show how Earth organisms and environments have changed over time . You will also learn how the movement of Earth plates has changed Earth environments , and how those changes have affected life on Earth . You will learn about the geologic time scale and how scientists determine when important events occurred . Where You Will Learn It Chapters and

STANDARD SET Structure and Function in Living Systems . The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function . As a basis for understanding this concept a . Students know plants and animals have levels of organization for structure and function , including cells , tissues , organs , organ systems , and the whole organism . Students know organ systems function because of the contributions of the individual organs , tissues , and cells . The failure of any part can affect the entire system . Students know how bones and muscles work together to provide a structural framework for movement . PO to A or . Vi What it Means to You You will learn about the structures found in organisms . These structures are organized into cells , tissues , organs , organ systems , and whole organisms You will learn how different body parts work together to ensure that the whole organism survives . For example , you will explore how bones and muscles work together to allow animals to move . You will learn about a variety of structures in both plants and animals and how each structure helps the organism to carry out its life functions . Where You Will Learn It , 15 , and 16

STANDARD SET , continued Students know how the reproductive organs of the human female and male generate eggs and sperm and how sexual activity may lead to fertilization and pregnancy . Students know the function of the and placenta during pregnancy . Students know the structures and processes by which plants generate pollen , seeds , and . Students know how to relate the structures of the eye and ear to their functions . What it Means to You You will learn how humans reproduce , beginning with the production of egg and sperm cells . You will see how structures in the female reproductive system protect a developing fetus and transfer nutrients and other materials between the mother and the fetus . You will also learn how different plants reproduce . Finally , you will explore how the human eye and ear enable people to see and hear . Where You Will Learn it Chapters 10 , 15 , and 16

STANDARD SET Physical Principles in Living Systems . Physical principles underlie biological structures and functions . As a basis for understanding this concept a . Students know visible light is a small band within a very broad electromagnetic spectrum . Students know that for an object to be seen , light emitted by or scattered from it must be detected by the eye . Students know light travels in straight lines if the medium it travels through does not change . Students know how simple lenses are used in a magnifying glass , the eye , a camera , a telescope , and a microscope . Students know that white light is a mixture of many wavelengths ( colors ) and that retinal cells react differently to different wavelengths . Students know light can be reflected , refracted , transmitted , and absorbed by matter . Students know the angle of reflection of a light beam is equal to the angle of incidence . What It Means to You This standard set includes some ways that concepts from physical science are important in life science . You will learn how light behaves and how your eye reacts to different kinds of light . You will explore tools , such as telescopes and microscopes , that allow people to observe objects that can not be seen without these tools . Where You Will Learn It Chapters , and 15 ?

to ( co cu ' In STANDARD SET , continued Students know how to compare the body ( wrist , shoulder , thigh ) with structures used in machines and simple devices ( hinge , socket , and sliding joints ) i . Students know how levers confer mechanical advantage and how the application of this principle applies to the musculoskeletal system . Students know that contractions of the heart generate blood pressure and that heart valves prevent of blood in the circulatory system . What it Means to You You will learn how the bones , muscles , and joints in your body are similar to machines such as levers . By exploring how simple machines work , you will learn how your own muscles and bones function . You will also learn how your heart moves blood through your body . Where You Will Learn It Chapters 13 and 14

STANDARD SET Investigation and Experimentation . progress is made by asking meaningful questions and conducting careful investigations . As a basis for understanding this concept and addressing the content in the other three strands , students should develop their own questions and perform investigations . Students will a . Select and use appropriate tools and technology ( including calculators , computers , balances , spring scales , microscopes , and binoculars ) to perform tests , coiled data , and display data . Use a variety of print and electronic resources ( including the World Wide Web ) to collect information and evidence as part of a research project . Communicate the logical connection among hypotheses , science concepts , tests conducted , data collected , and conclusions drawn from the scientific evidence . Construct scale models , maps , and appropriately labeled diagrams to communicate scientific knowledge ( motion of Earth plates and cell structure ) Communicate the steps and results from an investigation in written reports and oral presentations . What It Means to You You will learn how scientists gather , interpret , and communicate information . You will perform your own experiments and investigations and learn to draw conclusions from the data you collect . For instance , you will explore what conditions allow the stomach to digest protein . You will learn to find accurate information in print and electronic resources , and to create models and diagrams to communicate the you learn . Where You Will Learn It This material is covered in Chapters , and , and in the labs and activities in all chapters .

Your Keys to Success This textbook has been developed to fully support your understanding of the science concepts in the California Science Standards . Each chapter contains reading support . Before You Read Use the Standards Focus to preview the California Science Standards that are covered , the key concepts , and key terms in the section . Standards Focus The California Science The Study of Life sun power at man gunman OI . I and In ill , Nut . may in ol the items bent in IN 04 WI Standards that you will learn are listed at the beginning of each . section . on are saw us on . Key Concepts , Each science standard , is broken down into I . woman smaller Ideas called Key Concepts . i In A . nun by of . On beach . I ' one . Deep ill Key Terms use the rain am . mother mu bed In list of key terms to a . sud , rum I . team develops new the ' for me form of run Whit do all niches fof each section . have in ( All these pawl up wading in Ink menu lile date as the study of . thing , Another for nu um 15 biology The word biology comes Creek mud Bros Wife Ind lop ! menu on ' or may , nun biology Is sin uf hit an who snub . study all ! things The term for i thing is an An may be In . a . a a . road !

As You Read Key Concepts in boldface sentences allow you to focus on the important ideas of the chapter . Look for the green and yellow keys to find the key concepts in each section . Branches of Life Science can outside or . Hey an , uh aw . usually i i . in i . many ham mi of i i i , i Iv . 04 i i i , ire iv IN him ii . in he midi ! i . um i . mi , oi I In at am ! um . and vii . i ' oi . cell rum . 41 , mi . i i . on Ru , aim on gum , lid me wid I luv ! In ' ih ( i an aim . fui . i oi and the . iu haw . mun light I ! and how , i inn of In in mi . i . aim mow an we to the 04 I figure . bath of i . me may . all of the nu . i an If you ca answer these items , go back and review the section . After You Read The Section Assessment tests Assessment . your understanding of the at il , i i , Key Concepts , Each bank of Activity . swarm me win i Reviewing Key Concept . fI , questions here focuses on . um one of the Key Concepts . Mating i ig Emu ' mane . on an at II I . in . ya in . i , main . Whu in ta . and . a uc and im an an aunt they are

The target reading skills introduced on this page will help you read and understand information in this textbook . Each chapter introduces a reading skill . Developing these reading skills is key to becoming a successful reader in science and other subject areas . Preview Text Structure By understanding how textbooks are organized , you can gain information from them more effectively . This textbook is organized with red headings and blue . Before you read , preview the headings . Ask yourself questions to guide you as you read . Chapter ) Preview Visuals The visuals in your science textbook provide information . Visuals are photographs , graphs , tables , diagrams , and illustrations . Before you read , take the time to preview the visuals in a section . Look closely at the titles , labels , and captions . Then ask yourself questions about the visuals . Chapter ) Sequence Many parts of a science textbook are organized by sequence . Sequence is the order in which a series of events occurs . Some sections may discuss events in a process that has a beginning and an end . Other sections may describe a continuous process that does not have an end . Chapters 10 and 14 ) Compare and Contrast Science texts often make comparisons . When you compare and contrast , you examine the similarities and differences between things . You can compare and contrast by using a table or a Venn diagram . Chapters and 12 ) Analyze Cause and Effect A cause makes something happen . An effect is what happens . when you recognize that one event causes another , you are relating cause and effect . Chapter 16 ) Identify Mail ! Ideas As you read , you can understand a section or paragraph more clearly by finding the main idea . The main idea is the most important idea . The details in a section or paragraph support the main idea . Headings and can often help you identify the main ideas . Chapters , and 15 ) Identify Supporting Evidence Science textbooks often describe the scientific evidence that supports a theory or hypothesis . Scientific evidence includes data and facts , information whose accuracy can be confirmed by experiments or observation . A hypothesis is a possible explanation for observations made by scientists or an answer to a scientific question . Chapter ) Create Outlines You can create outlines to help you clarify the text . An outline shows the relationship between main ideas and supporting details . Use the text , key concepts , and key to help you figure out information to include in your outline . Chapters and ) Take Notes Science chapters are packed with information . Taking good notes is one way to help you remember key ideas and see the big picture . When you take notes , include key ideas , a few details . and summaries . Chapters , 11 , and 13 )

Target Reading Skills Each chapter provides a target reading skill with clear instruction to help you read and understand the text . You will apply the skill as you read . Then you will record what you learned in the section and chapter assessments . Before You Read Each chapter introduces a target reading skill and provides examples and practice exercises . Von Menu with red a an . nuts , to hip , mo nae , Diary sun at paw the holding mu . an now In IN gum you tuning a ' Of purl airy Ire oi am mam As You Read As you read , you can use the target reading skill to help you increase your understanding . nu Apply in men can I I . nu the ( ha away What am he mum After You Read You can apply the target reading skill in the Section Assessments and in the Chapter Assessments . sum in Wiser um on . Kay ( mum in ( nun ( lulu ! so I . Mat iii ' Ni ! ni la . was a in and . rot at IN , ram In an iv . wit ma . Ir . I put um mend mum in ) in Azure I ( VI Al ! can that at La Dre Whu ! IN

Studying science involves learning a new vocabulary . Here are some vocabulary skills to help you learn the meaning of words you do not recognize . Word Analysis You can use your knowledge Use Clues to Determine Meaning of word , and to determine the meaning of unfamiliar words . Prefixes A prefix is a word part that is added at the beginning of a root or base word to change its meaning . Knowing the meaning of prefixes will help you figure out new words . You will practice this skill in Chapters and . A is a letter or group of letters added to the end of a word to form a new word with a slightly different meaning . Adding a suffix to a word often changes its part of speech . You will practice this skill in Chapters and 15 . World Origins Many science words come to English from other languages , such as Greek and Latin . By learning the meaning of a few common Greek and Latin roots , you can determine the meaning of new science words . You will practice this skill in Chapters , and 13 . When you come across a word you do recognize in science texts , you can use context clues to figure out what the word means . First look for clues in the word itself . Then look at the surrounding words , sentences , and paragraphs for clues . You will practice this skill in Chapters and 11 . Identify Multiple Meanings To understand science concepts , you must use terms precisely . Some familiar words may have different meanings in science . Watch for these meaning words as you read . You will practice this skill in Chapter . Identify Related Word Forms You can increase your vocabulary by learning related of words or word families . If you know the meaning of a verb form . you may be able to figure out the related noun and adjective forms . You will practice this skill in Chapter 16 . Ly !

Vocabulary Skills One of the important steps in reading this science textbook is to be sure that you understand the key terms . Your book shows several strategies to help you learn important vocabulary . vu nun ! Before You Read Each chapter introduces a Vocabulary Skill with examples and practice exercises . Key terms come alive through visuals . The beginning of each section lists the key terms . unicellular and may in i i an Ilia ) um . ii . 011 sum a all ma . than , An i . i ii i . i , i View I ( rim . As You Read ( mu A Each key term is highlighted In i inn in appears in ( i a . i , An . type . and is definition . no um as In ( In , i ' Read , I . uv a an . EC i , You can practice the Vocabulary , Skill in the Section Assessments . I You can apply your understanding . I I I of the key terms in the Chapter Assessments . me . am and . i i '

Your Keys to Success Build Science Vocabulary Academic Words academic words are words that are used frequently in classroom reading , writing , and discussions . They are different from key terms because they appear in many subject areas . Du ' Learn the Words Each unit contains a chapter that words introduces academic words , The introduction describes the words , provides examples , and includes ' practice exercises . Practice Using the Words You can practice using the academic words in Apply it ! and the Section Assessments . Focus on Life Science Academic Words Learning the meanings of these words will help you improve your reading comprehension in all subject areas . adjust contract flexible normal section adult contrast focus obvious sequence affect contribute function occur series alter convert identical percent source analyze cycle indicate predict specific approach detect interact process stable area determine interpret range structure attach device involve region survival communicate distinct label regulate technique complex diverse layer require theory concept enable locate research transport conduct environment maintain resource unique consist evidence mature respond vary constant expose method reverse visible

Investigations You can explore the concepts in this textbook through inquiry . Like a real scientist , you can develop your own scientific questions and perform labs and activities to find answers . Follow the steps below when doing a lab . Read the whole lab . nu Skills Lab Changing Colors Write a ' What is the purpose Problem of this activity ?

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Hypotheses lead to , predictions that can I urn Analyze your results , an be . Answering the ' questions will help Rowan . you draw conclusions . mini ' nun i Follow each step . Mu . mu ' vu in the procedure . Pay attention to safety icons . I ) hi Communicate your results in a written report or oral presentation . Your report should include him a hypothesis ?

an mu a purpose film the steps of the procedure a record of your results a a conclusion Fa For more information on Science , Investigations . and Safety refer to the Skills Handbook and Appendix A . I