A Correlation of
Pearson
Miller & Levine Biology
©2014
To the
Utah Core State Standards
for Biology
Grades 9-12
A Correlation of Miller & Levine Biology, ©2014
to the
Utah Science Core State Standards for Biology
Grades 9-12
Resource Title: Miller & Levine Biology
Publisher: Pearson Education publishing as Prentice Hall
ISBN (10 or 13 digit unique identifier is required):
SE: 9780133242003
TE: 9780133235753
Media (text, software, internet, multimedia): multimedia
Author: Miller, Levine
Copyright: 2014
Review Date: August 28, 2013
Core Subject Area: Science
2
SE = Student Edition TE = Teacher’s Edition
A Correlation of Miller & Levine Biology, ©2014
to the
Utah Science Core State Standards for Biology
Grades 9-12
Utah Science Core State Standards Miller & Levine Biology
for Biology ©2014
Science Benchmark
Ecosystems are shaped by interactions among living organisms and their physical
environment. Ecosystems change constantly, either staying in a state of dynamic balance
or shifting to a new state of balance. Matter cycles in ecosystems, and energy flows from
outside sources through the system. Humans are part of ecosystems and can deliberately
or inadvertently alter an ecosystem.
STANDARD I: Students will understand that living organisms interact with one
another and their environment.
Objective 1: Summarize how energy flows through an ecosystem.
a. Arrange components of a food chain SE/TE: 73-75, 88, 89
according to energy flow.
b. Compare the quantity of energy in the SE/TE: 77-78
steps of an energy pyramid.
c. Describe strategies used by organisms to SE/TE: 102, 138-139, 706-707, 714, 813,
balance the energy expended to obtain food 847
to the energy gained from the food (e.g.,
migration to areas of seasonal abundance,
switching type of prey based upon
availability, hibernation or dormancy).
d. Compare the relative energy output SE/TE: 20, 69-70, 71, 73-76, 77, 250,
expended by an organism in obtaining food 264-265, 847, 868, 873
to the energy gained from the food (e.g.,
hummingbird - energy expended hovering
at a flower compared to the amount of
energy gained from the nectar, coyote -
chasing mice to the energy gained from
catching one, energy expended in migration
of birds to a location with seasonal
abundance compared to energy gained by
staying in a cold climate with limited food).
e. Research food production in various parts SE/TE: 80, 82, 84, 87, 109, 178, 305a,
of the world (e.g., industrialized societies’ 305b, 429, 493, 715-716, 717, 718, 719,
greater use of fossil fuel in food production, 721, 874, 1020-1023, 1025
human health related to food product).
Objective 2: Explain relationships between matter cycles and organisms.
a. Use diagrams to trace the movement of SE/TE: 79-80, 81, 82-83, 84-85, 86, 89,
matter through a cycle (i.e., carbon, 91, 92, 245, 246
oxygen, nitrogen, water) in a variety of
biological communities and ecosystems.
b. Explain how water is a limiting factor in SE/TE: 99, 100, 113, 137-141, 146
various ecosystems.
c. Distinguish between inference and SE/TE: 7, 61a, 61b, 109, 125, 447a, 447b
evidence in a newspaper, magazine,
journal, or Internet article that addresses
an issue related to human impact on cycles
of matter in an ecosystem and determine
the bias in the article.
3
SE = Student Edition TE = Teacher’s Edition
A Correlation of Miller & Levine Biology, ©2014
to the
Utah Science Core State Standards for Biology
Grades 9-12
Utah Science Core State Standards Miller & Levine Biology
for Biology ©2014
d. Evaluate the impact of personal choices SE/TE: 80, 82, 91, 95, 97, 109, 139, 152-
in relation to the cycling of matter within an 153, 154-157, 158-165, 168-170, 172,
ecosystem (e.g., impact of automobiles on 173-179, 180-181, 183
the carbon cycle, impact on landfills of
processed and packaged foods).
Objective 3: Describe how interactions among organisms and their environment help
shape ecosystems.
a. Categorize relationships among living SE/TE: 95, 100-104, 138-139, 169, 473,
things according to predator-prey, 497, 783
competition, and symbiosis.
b. Formulate and test a hypothesis specific SE/TE: 76, 102, 103, 104, 125, 136, 138,
to the effect of changing one variable upon 172
another in a small ecosystem.
c. Use data to interpret interactions among SE/TE: 53, 61b, 63, 66-67, 68, 91, 96-98,
biotic and abiotic factors (e.g., pH, 100-101,103-104, 111, 115, 122-123, 126,
temperature, precipitation, populations, 164-165, 168-170, 172, 175, 176, 177-
diversity) within an ecosystem. 179, 184,
d. Investigate an ecosystem using methods SE/TE: 92, 115, 172, 173-174, 175, 176,
of science to gather quantitative and 177-179, 184
qualitative data that describe the
ecosystem in detail.
e. Research and evaluate local and global SE/TE: 95, 109, 117-121, 122-123, 126,
practices that affect ecosystems. 139, 152-153, 154-157, 158-165, 168-171,
172, 173-179, 180-181, 183, 184, 305a,
305b, 429
Language science students should use: predator-prey, symbiosis, competition,
ecosystem, carbon cycle, nitrogen cycle, oxygen cycle, population, diversity, energy
pyramid, consumers, producers, limiting factor, competition, decomposers, food chain,
biotic, abiotic, community, variable, evidence, inference, quantitative, qualitative
4
SE = Student Edition TE = Teacher’s Edition
A Correlation of Miller & Levine Biology, ©2014
to the
Utah Science Core State Standards for Biology
Grades 9-12
Utah Science Core State Standards Miller & Levine Biology
for Biology ©2014
Science Benchmark
Cells are the basic unit of life. All living things are composed of one or more cells that
come from preexisting cells. Cells perform a variety of functions necessary to maintain
homeostasis and life. The structure and function of a cell determines the cell’s role in an
organism. Living cells are composed of chemical elements and molecules that form large,
complex molecules. These molecules form the basis for the structure and function of cells.
STANDARD II: Students will understand that all organisms are composed of one
or more cells that are made of molecules, come from preexisting cells, and
perform life functions.
Objective 1: Describe the fundamental chemistry of living cells.
a. List the major chemical elements in cells SE/TE: 45, 245, 246, 671
(i.e., carbon, hydrogen, nitrogen, oxygen,
phosphorous, sulfur, trace elements).
b. Identify the function of the four major SE/TE: 46-49, 200-201, 204, 209, 212,
macromolecules (i.e., carbohydrates, 245, 250-251, 287, 344, 363, 366-370,
proteins, lipids, nucleic acids). 403, 436, 869, 870
c. Explain how the properties of water (e.g., SE/TE: 40-43, 210-211, 666, 672-673,
cohesion, adhesion, heat capacity, solvent 685-686, 869, 871, 986
properties) contribute to maintenance of
cells and living organisms.
d. Explain the role of enzymes in cell SE/TE: 52-53, 403-405, 421, 785-786,
chemistry. 876-878
Objective 2: Describe the flow of energy and matter in cellular function.
a. Distinguish between autotrophic and SE/TE: 69-71, 117, 228, 250, 610-611,
heterotrophic cells. 612-613
b. Illustrate the cycling of matter and the SE/TE: 70, 224-225, 226-227, 230-231,
flow of energy through photosynthesis 232-234, 235-237, 238-239, 240-241, 242-
(e.g., by using light energy to combine CO2 243, 245, 246
and H2O to produce oxygen and sugars)
and respiration (e.g., by releasing energy
from sugar and O2 to produce CO2 and
H2O).
c. Measure the production of one or more of SE/TE: 234, 246, 264
the products of either photosynthesis or
respiration.
Objective 3: Investigate the structure and function of cells and cell parts.
a. Explain how cells divide from existing SE/TE: 191, 272-273, 274-276, 277-278,
cells. 279-283, 284-285, 286-288, 289-290, 291,
328
b. Describe cell theory and relate the SE/TE: 190-192, 193, 195
nature of science to the development of cell
theory (e.g., built upon previous
knowledge, use of increasingly more
sophisticated technology).
5
SE = Student Edition TE = Teacher’s Edition
A Correlation of Miller & Levine Biology, ©2014
to the
Utah Science Core State Standards for Biology
Grades 9-12
Utah Science Core State Standards Miller & Levine Biology
for Biology ©2014
c. Describe how the transport of materials SE/TE: 203-207, 208-209, 210-211, 212-
in and out of cells enables cells to maintain 213, 214, 215-217, 219, 221, 222, 685-
homeostasis (i.e., osmosis, diffusion, active 686, 687, 689, 794-798, 827-828, 829-
transport). 830, 831, 833
d. Describe the relationship between the SE/TE: 193, 194, 196-197, 198-199, 200-
organelles in a cell and the functions of that 201, 202-205, 206-207, 218, 222
cell.
e. Experiment with microorganisms and/or SE/TE: 67, 138, 283
plants to investigate growth and
reproduction.
Language science students should use: organelles, photosynthesis, respiration,
cellular respiration, osmosis, diffusion, active transport, homeostasis, cell theory, organic,
carbohydrate, fermentation, protein, fat, nucleic acid, enzyme, chlorophyll, cell
membrane, nucleus, cell wall, solvent, solute, adhesion, cohesion, microorganism
Science Benchmark
Structure relates to function. Organs and organ systems function together to provide
homeostasis in organisms. The functioning of organs depends upon multiple organ
systems.
STANDARD III: Students will understand the relationship between structure and
function of organs and organ systems.
Objective 1: Describe the structure and function of organs.
a. Diagram and label the structure of the SE/TE: 662-663, 664-665, 666-668, 669-
primary components of representative 670, 672, 674-675, 676-677, 680-681,
organs in plants and animals (e.g., heart – 696-701, 784-785, 789, 791-792, 797,
muscle tissue, valves and chambers; lung – 809, 810, 815, 817, 879, 880, 883, 885,
trachea, bronchial, alveoli; leaf-veins, 887, 889, 897, 898, 900, 902-903, 907,
stomata; stem – xylem, phloem, cambium; 911, 912, 923, 924-925, 927, 930, 931,
root – tip, elongation, hairs; skin – layers, 936, 937, 941, 949, 950, 951, 952, 957,
sweat glands, oil glands, hair follicles; 965, 967, 971, 979, 982, 983, 989, 990,
ovaries – ova, follicles, corpus luteum). 991, 996, 997, 998, 1002
b. Describe the function of various organs SE/TE: 662-662, 665-668, 671-673, 674-
(e.g. heart, lungs, skin, leaf, stem, root, 675, 680-683, 685-687, 688-689, 698-703,
ovary). 784-786, 787-790, 791-793, 794-798, 800-
801, 808-809, 810-811, 812-813, 814-818,
819-822
c. Relate the structure of organs to the SE/TE: 662-662, 665-668, 671-673, 674-
function of organs. 675, 680-683, 685-687, 688-689, 698-703,
780-781, 784-786, 787-790, 791-793, 794-
798, 800-801, 806-807, 808-809, 810-811,
812-813, 814-818, 819-822
6
SE = Student Edition TE = Teacher’s Edition
A Correlation of Miller & Levine Biology, ©2014
to the
Utah Science Core State Standards for Biology
Grades 9-12
Utah Science Core State Standards Miller & Levine Biology
for Biology ©2014
d. Compare the structure and function of SE/TE: 782-783, 786, 788, 789, 795-796,
organs in one organism to the structure and 797, 798, 810-811, 813, 814-815, 816-
function of organs in another organism. 818, 820, 821, 824-825, 830
e. Research and report on technological SE/TE: 11, 39, 435, 799, 859a, 859b, 951,
developments related to organs. 962
Objective 2: Describe the relationship between structure and function of organ systems
in plants and animals.
a. Relate the function of an organ to the SE/TE: 216, 862-863, 864, 948-951, 952-
function of an organ system. 953, 964-967, 970-971, 982-985, 989-990,
991, 1002, 1003
b. Describe the structure and function of SE/TE: 20, 44, 682-683, 711, 732, 827-
various organ systems (i.e., digestion, 830, 865-867, 886-887, 935, 937, 965-
respiration, circulation, protection and 967, 967, 978, 984, 986-987
support, nervous) and how these systems
contribute to homeostasis of the organism.
c. Examine the relationships of organ SE/TE: 216, 685-687, 863, 946-947, 948-
systems within an organism (e.g., 953, 954-955, 956-957, 963-965, 966-967
respiration to circulation, leaves to roots)
and describe the relationship of structure to
function in the relationship.
d. Relate the tissues that make up organs SE/TE: 662-662, 665-668, 671-673, 674-
to the structure and function of the organ. 675, 680-683, 685-687, 688-689, 698-703,
780-781, 784-786, 787-790, 791-793, 794-
798, 800-801, 806-807, 808-809, 810-811,
812-813, 814-818, 819-822
e. Compare the structure and function of SE/TE: 782-783, 786, 788, 789, 795-796,
organ systems in one organism to the 797, 798, 810-811, 813, 814-815, 816-
structure and function in another organism 818, 820, 821, 824-825, 830
(e.g., chicken to sheep digestive system;
fern to peach reproductive system).
Language science students should use: organ, organ system, organism, hormonal
modification, stomata, tissue, homeostasis, structure, function
7
SE = Student Edition TE = Teacher’s Edition
A Correlation of Miller & Levine Biology, ©2014
to the
Utah Science Core State Standards for Biology
Grades 9-12
Utah Science Core State Standards Miller & Levine Biology
for Biology ©2014
Science Benchmark
Information passed from parent to offspring is coded in DNA (deoxyribonucleic acid)
molecules. The fundamental DNA structure is the same for all living things; the sequence
of DNA differs between each organism and each species. Changes in the DNA sequence
may alter genetic expression. The genetic information in DNA provides the instructions for
assembling protein molecules in cells. The code used is virtually the same for all
organisms. There are predictable patterns of inheritance. Sexual reproduction increases
the genetic variation of a species. Asexual reproduction provides offspring that have the
same genetic code as the parent.
STANDARD IV: Students will understand that genetic information coded in DNA
is passed from parents to offspring by sexual and asexual reproduction. The
basic structure of DNA is the same in all living things. Changes in DNA may alter
genetic expression.
Objective 1: Compare sexual and asexual reproduction.
a. Explain the significance of meiosis and SE/TE: 323, 324-326, 327-329, 331, 333,
fertilization in genetic variation. 334, 698-699, 700, 701, 820
b. Compare the advantages/disadvantages SE/TE: 19, 277-278, 400-401, 484, 558,
of sexual and asexual reproduction to 608-609, 621, 735, 819, 820-822
survival of species.
c. Formulate, defend, and support a SE/TE: 372-373, 374-375, 376, 419-420,
perspective of a bioethical issue related to 435, 457-458, 460-464, 484
intentional or unintentional chromosomal
mutations.
Objective 2: Predict and interpret patterns of inheritance in sexually reproducing
organisms.
a. Explain Mendel’s laws of segregation and SE/TE: 311-312, 317-318, 328-329, 349,
independent assortment and their role in 370, 482
genetic inheritance.
b. Demonstrate possible results of SE/TE: 310-312, 313-315, 316, 319-320,
recombination in sexually reproducing 330, 333, 334, 394-395
organisms using one or two pairs of
contrasting traits in the following crosses:
dominance/recessive, incomplete
dominance, codominance, and sex-linked
traits.
c. Relate Mendelian principles to modern- SE/TE: 308-310, 311-312, 317-318, 328-
day practice of plant and animal breeding. 329, 349, 370, 482, 715-718
d. Analyze bioethical issues and consider SE/TE: 14, 296, 402, 436-439, 441
the role of science in determining public
policy.
Objective 3: Explain how the structure and replication of DNA are essential to heredity
and protein synthesis.
a. Use a model to describe the structure of SE/TE: 344-345, 347-348, 351, 352, 405
DNA.
b. Explain the importance of DNA SE/TE: 350-353, 355, 357
replication in cell reproduction.
8
SE = Student Edition TE = Teacher’s Edition
A Correlation of Miller & Levine Biology, ©2014
to the
Utah Science Core State Standards for Biology
Grades 9-12
Utah Science Core State Standards Miller & Levine Biology
for Biology ©2014
c. Summarize how genetic information SE/TE: 342-343, 360-361, 362-363, 364-
encoded in DNA provides instructions for 365, 366-367
assembling protein molecules.
d. Describe how mutations may affect SE/TE: 372-376, 377-378, 385, 387
genetic expression and cite examples of
mutagens.
e. Relate the historical events that lead to SE/TE: 338-339, 340-341, 345-348, 349
our present understanding of DNA to the
cumulative nature of science knowledge
and technology.
f. Research, report, and debate genetic SE/TE: 305a, 305b, 418-420, 421-425,
technologies that may improve the quality 426-427, 428-429, 430-433, 433-434,
of life (e.g., genetic engineering, cloning, 435,436-439, 440-441, 443, 444
gene splicing).
Language science students should use: DNA, replication, fertilization, dominant trait,
recessive trait, genetic engineering, gene splicing, phenotype, genotype, sexual
reproduction, asexual reproduction, chromosome, gene, mutation, cloning, inheritance,
bioethics, pedigree
Science Benchmark
Evolution is central to modern science’s understanding of the living world. The basic idea
of biological evolution is that Earth’s present day species developed from earlier species.
Evolutionary processes allow some species to survive with little or no change, some to die
out altogether, and other species to change, giving rise to a greater diversity of species.
Science distinguishes itself from other ways of knowing and from other bodies of
knowledge through the use of empirical standards, logical arguments, and skepticism, as
science strives for explanations of the world.
STANDARD V: Students will understand that biological diversity is a result of
evolutionary processes.
Objective 1: Relate principles of evolution to biological diversity.
a. Describe the effects of environmental SE/TE: 180, 460-461, 462-463, 464, 475,
factors on natural selection. 477, 493
b. Relate genetic variability to a species’ SE/TE: 166-168, 463, 820, 833
potential for adaptation to a changing
environment.
c. Relate reproductive isolation to SE/TE: 494-495, 496-497, 517, 546-547
speciation.
d. Compare selective breeding to natural SE/TE: 457-458, 460-464, 472-473, 496-
selection and relate the differences to 497, 715-717, 719
agricultural practices.
Objective 2: Cite evidence for changes in populations over time and use concepts of
evolution to explain these changes.
a. Cite evidence that supports biological SE/TE: 453, 464, 465, 466-467, 468-469,
evolution over time (e.g., geologic and 470-471, 516-521, 546, 551-552, 554-555,
fossil records, chemical mechanisms, DNA 559
structural similarities, homologous and
vestigial structures).
9
SE = Student Edition TE = Teacher’s Edition
A Correlation of Miller & Levine Biology, ©2014
to the
Utah Science Core State Standards for Biology
Grades 9-12
Utah Science Core State Standards Miller & Levine Biology
for Biology ©2014
b. Identify the role of mutation and SE/TE: 21, 372-376, 385, 387, 421-424,
recombination in evolution. 430, 470-471
c. Relate the nature of science to the SE/TE: 13, 20-21, 450-453, 454-458, 459
historical development of the theory of
evolution.
d. Distinguish between observations and SE/TE: 471-473, 475, 477, 487, 520, 547,
inferences in making interpretations related 591, 752-756, 762-763, 764, 765-772,
to evolution (e.g., observed similarities and 774-775, 777
differences in the beaks of Galapagos
finches leads to the inference that they
evolved from a common ancestor; observed
similarities and differences in the structures
of birds and reptiles leads to the inference
that birds evolved from reptiles).
e. Review a scientific article and identify the SE/TE: 763, 750a, 751, 775
research methods used to gather evidence
that documents the evolution of a species.
Objective 3: Classify organisms into a hierarchy of groups based on similarities that
reflect their evolutionary relationships.
a. Classify organisms using a classification SE/TE: 511, 513, 515
tool such as a key or field guide.
b. Generalize criteria used for classification SE/TE: 508-509, 510-512, 513-515, 521-
of organisms (e.g., dichotomy, structure, 522, 530-531
broad to specific).
c. Explain how evolutionary relationships SE/TE: 516-520, 521-522, 523-528, 529,
are related to classification systems. 531, 534
d. Justify the ongoing changes to SE/TE: 521-522, 523-525, 531, 533
classification schemes used in biology.
Language science students should use: evolution, fossil record, geologic record,
molecular, homologous, vestigial structures, mutation, recombination, hierarchy,
classification scheme, theory, natural selection, adaptation, evidence, inference,
speciation, biodiversity, taxonomy, kingdom, virus, protist, fungi, plant, animal,
dichotomy
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SE = Student Edition TE = Teacher’s Edition
