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3 4 5 6 7 8 9 10 079/043 11 10 09 08 07


Introduction to Investigation and
Experimentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

7.a, 7.b, 7.c, 7.d, 7.e

Unit 1
Cell Biology . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Chapter 1 Cell Structure and Function . . . . . . . 44

1.a, 1.b, 1.c, 1.d, 2.e, 7.a, 7.c, 7.d, 7.e

Chapter 2 From a Cell to an Organism . . . . . . . . 84

1.c, 1.e, 1.f, 5.a, 7.a, 7.d, 7.e

Unit 2
Reproduction and Genetics . . . . . . . . . . . .120
Chapter 3 Reproduction of Organisms . . . . . . 122

2.a, 2.b, 5.f, 7.a, 7.b, 7.c, 7.d, 7.e

Chapter 4 Genetics . . . . . . . . . . . . . . . . . . . . . . . . 168

2.b, 2.c, 2.d, 7.a, 7.b, 7.c, 7.e

Unit 3
Evolution—Change Over Time . . . . . . . . . .204
Chapter 5 The Process of Evolution . . . . . . . . . 206

3.a, 3.b, 3.e, 7.a, 7.b, 7.c, 7.d

Chapter 6 Evolution—Evidence of Change . . 240

3.a, 3.c, 3.d, 4.c, 4.e, 4.f, 7.c, 7.d, 7.e

Unit 4
Earth and Life History . . . . . . . . . . . . . . . . .278
Chapter 7 The Age of Earth. . . . . . . . . . . . . . . . . 280

4.a, 4.c, 4.d, 7.c, 7.d

Chapter 8 The History of Life on Earth . . . . . . 312

4.b, 4.e, 4.g, 7.a, 7.c, 7.d

Unit 5
Structure, Function, and Physical
Properties in Living Systems . . . . . . . . . . .354
Chapter 9 The Musculoskeletal System
and Levers . . . . . . . . . . . . . . . . . . . . . . 356

5.a, 5.c, 6.h, 6.i, 7.a, 7.c, 7.d

Chapter 10 The Cardiopulmonary
System and Pressure . . . . . . . . . . . . . 388

5.b, 6.j, 7.a, 7.c, 7.e

Chapter 11 The Eye and Light. . . . . . . . . . . . . . . . 424

5.g, 6.a, 6.b, 6.c, 6.d, 6.e, 6.f, 6.g

Chapter 12 The Ear and Sound . . . . . . . . . . . . . . 468

5.g, 7.b, 7.d, 7.e

Chapter 13 The Human Reproductive
System . . . . . . . . . . . . . . . . . . . . . . . . . 500

5.d, 5.e, 7.a, 7.b, 7.c, 7.d

iii


The California Science Teacher Advisory Board provided valuable input in the
development of the 2007 edition of Focus On Life Science. They helped create
the scope and sequence of the Student Edition, provided content and pedagogical
comments, and provided feedback for the Teacher Wraparound Edition.

iv

Charles Beecroft

8th Grade Science
Teacher
Columbia School District
Redding, CA

Douglas Fisher
Director of Professional
Development
City Heights Educational
Collaborative
San Diego, CA

Patricia Juárez
Coordinator III
Sacramento City Unified
School District
Sacramento, CA

Tom Castro
Science Teacher
Martinez JHS/
Martinez USD
Martinez, CA

Mindi Fisher
Leadership Team
Administrator
Peninsula Union School
District
Samoa, CA

Kathy Molnar
Professional
Development Mentor
Etiwanda School District
Etiwanda, CA

Lisa L. Cordes
Science Department
Chair
Rivera Middle School/
El Rancho USD
Pico Rivera, CA

Frederick W. Freking
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University of California,
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Los Angeles, CA

Carol Orton
Teacher
Bernardo Heights
Middle School
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Justin Cunningham
EdD
Coordinator, Small
School District Services

San Diego, County Office
of Education
San Diego, CA

Nancy Frey
Associate Professor of
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San Diego State
University
San Diego, CA

Joycalyn Peoples
Science Specialist
Riverside Unified School
District
Riverside, CA

Richard Filson
Science Department
Chair
Edison High School,
Stockton Unified
School District
Stockton, CA

Maria C. Grant
Teacher
Hoover High School/
San Diego City School
and San Diego State

University
San Diego, CA

Wendi L. Rodriguez
Teacher
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Bruce Fisher
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in Residence
Humboldt State
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Arcata, CA

Patrick Horton
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Day Creek Intermediate
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Etiwanda, CA

Gladys Sorensen
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Patrick Henry Middle
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Grenada Hills, CA

Patty Horton
Professional

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Etiwanda School District
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Granger B. Ward
California
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Science

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Keith Olin Mann, PhD
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Ohio Wesleyan University
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Donna L. Ross, PhD
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National Geographic
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Dinah Zike, MEd
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San Antonio, TX

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University

University of
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California,
Berkeley
Berkeley
Berkeley,
Berkeley, CA
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Karamjeet Arya, PhD
San
San Jose
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San Francisco State
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Seattle,
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Berkeley
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National
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Monika Kress, PhD
San
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Diane Clayton, PhD
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Juno Hsu, PhD
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Susan Crawford, PhD
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Martha Jagucki, MS
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OH

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Humboldt State University
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Julio G. Soto, PhD
San Jose State University
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Alejandro Garcia, PhD
San Jose State University
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v


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National Health Museum
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California State

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Jeff Vogt, MEd
Federal Hocking Middle
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Stewart, OH

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suggestions for improving the effectiveness of the science instruction.
Joel Austin
Roosevelt Middle School
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Bret Harrison
Frank Ledesma Elementary
Soledad, CA

Lori Poublon-Ramirez
Herman Intermediate School
San Jose, CA

Nicole Belong
Coronado Middle School

Coronado, CA

Rick Hoffman
Kastner Intermediate School
Fresno, CA

Martha Romero
E. O. Green Junior High School
Oxnard, CA

Patrick Brickey
Lakeview Junior High School
Santa Maria, CA

Kimberly Klein
Barstow Intermediate School
Barstow, CA

Arlene Sackman
Earlimart Middle School
Earlimart, CA

Mary Pilles Bryant
Henry J. Kaiser High School
Fontana, CA

David Kulka
South Peninsula Hebrew Day
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Sunnyvale, CA

Rex Scates
Herman Intermediate School
San Jose, CA

Edward Case
Washington Academic Middle
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Sanger, CA

Robert Sherriff
Winston Churchill Middle School
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Monaliza Chian
E. O. Green Junior High School
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Kathleen Magnani
Center Junior High School
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Maria Mendez Simpson
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Tara McGuigan
Monroe Clark Middle School
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Gina Marie Turcketta

St. Joan of Arc School
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Jeanette George-Becker
Roosevelt Elementary School
San Gabriel, CA

vi

Christina Lambie
Highland Elementary School
Richmond, CA


7.a, 7.b, 7.c, 7.d, 7.e

What is science? . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

7.c

Tools of the Life Scientist . . . . . . . . . . . . . . . . . . . 7

7.a, 7.b, 7.c, 7.d, 7.e

Case Study: The Diabetes Generation . . . . . .34

7.a, 7.c

Contents

Introduction to Investigation
and Experimentation . . . . . . . . . . . . . . . . . . . . 2

Unit 1 Cell Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Chapter 1

California Standards

Cell Structure and Function . . . . . . . . . . . . . . 44
Lesson 1 Cells and Life . . . . . . . . . . . . . . . . . . . . . . . . 48

1.a, 7.a, 7.c

Lesson 2 The Cell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

1.a, 1.b, 1.c, 2.e, 7.c

Lesson 3 Cells and Energy . . . . . . . . . . . . . . . . . . . . . 68

1.d, 7.a, 7.c, 7.d, 7.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 82–83

Chapter 2
From a Cell to an Organism. . . . . . . . . . . . . . . 84
Lesson 1 The Cell Cycle and Cell Division . . . . . . . . 88

1.c, 1.e, 7.a

Lesson 2 Levels of Organization. . . . . . . . . . . . . . . . . 98

1.f, 5.a, 7.d, 7.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 116–117

Read on Your Own . . . . . . . . . . . . . . . . . . . . . . .118
Unit Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119

A plant cell
vii


Unit 2 Reproduction and Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120
Chapter 3

California Standards

Reproduction of Organisms . . . . . . . . . . . . . 122
Lesson 1 Sexual Reproduction and Meiosis . . . . . . 126

2.b, 7.d

Lesson 2 Plant Reproduction . . . . . . . . . . . . . . . . . . 134

2.a, 5.f, 7.b

Lesson 3 Animal Reproduction . . . . . . . . . . . . . . . . 143

2.a, 2.b, 7.c

Lesson 4 Asexual Reproduction . . . . . . . . . . . . . . . . 151

2.a, 7.a, 7.c, 7.d, 7.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 166–167

Chapter 4
Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Lesson 1 Foundations of Genetics . . . . . . . . . . . . . . 172

2.b, 2.d

Lesson 2 Understanding Inheritance . . . . . . . . . . . . 182

2.c, 2.d, 7.a, 7.b, 7.c, 7.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 200–201

Read on Your Own . . . . . . . . . . . . . . . . . . . . . . 202
Unit Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Unit 3 Evolution—Change Over Time . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Chapter 5
The Process of Evolution . . . . . . . . . . . . . . . . 206
Lesson 1 Natural Selection . . . . . . . . . . . . . . . . . . . . 210

3.a, 3.b, 7.c

Lesson 2 Adaptation and Extinction . . . . . . . . . . . . 219

3.a, 3.e, 7.a, 7.b, 7.c

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 238–239

Camellia saluenensis
viii


Chapter 6

California Standards

Evolution—Evidence of Change . . . . . . . . . 240
Lesson 1 Fossils and Evolution . . . . . . . . . . . . . . . . . 244

3.c, 4.c, 4.e, 7.d

Lesson 2 Biological Evidence . . . . . . . . . . . . . . . . . . 252

3.c

Lesson 3 Evolution and Plate Tectonics. . . . . . . . . . 257

3.a, 4.f

Lesson 4 Classifying Organisms . . . . . . . . . . . . . . . . 262

3.d, 7.c, 7.d, 7.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 274–275

Read on Your Own . . . . . . . . . . . . . . . . . . . . . . 276
Unit Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277

Unit 4 Earth and Life History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .278
Chapter 7
The Age of Earth . . . . . . . . . . . . . . . . . . . . . . . 280
Lesson 1 Relative Ages of Rocks . . . . . . . . . . . . . . . . 284

4.a, 4.c, 7.d

Lesson 2 Absolute Ages of Rocks . . . . . . . . . . . . . . . 293

4.d, 7.c, 7.d

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . 310–311

Chapter 8
The History of Life on Earth . . . . . . . . . . . . . .312
Lesson 1 Geologic Time and Mass Extinctions . . . 316

4.b, 4.e, 4.g, 7.c

Lesson 2 Early Earth History . . . . . . . . . . . . . . . . . . 325

4.b, 4.e, 4.g, 7.d

Lesson 3 Middle and Recent Earth History . . . . . . 332

4.b, 4.e, 4.g, 7.a

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . 350–351

Read on Your Own . . . . . . . . . . . . . . . . . . . . . . 352
Unit Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353

Sandstone wave in
Paria Canyon
ix


Unit 5 Structure, Function, and Physical Properties in Living Systems . .354
Chapter 9
The Musculoskeletal System
and Levers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356

California Standards

Lesson 1 The Musculoskeletal System . . . . . . . . . . . 360

5.a, 5.c, 6.h, 7.a, 7.c

Lesson 2 The Body and Levers . . . . . . . . . . . . . . . . . 368

6.h, 6.i, 7.a, 7.c, 7.d

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 386–387

Chapter 10
The Cardiopulmonary System

and Pressure . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
Lesson 1 The Pulmonary-Circulatory System . . . . 392

5.b, 7.c

Lesson 2 Pressure and the Body . . . . . . . . . . . . . . . . 405

5.b, 6.j, 7.a, 7.c, 7.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 422–423

Chapter 11
The Eye and Light . . . . . . . . . . . . . . . . . . . . . . 424
Lesson 1 What is light? . . . . . . . . . . . . . . . . . . . . . . . 428

6.a, 6.e

Lesson 2 Light and Matter . . . . . . . . . . . . . . . . . . . . 435

6.b, 6.c, 6.f, 6.g

Lesson 3 Using Lenses . . . . . . . . . . . . . . . . . . . . . . . . 443

6.d

Lesson 4 The Eye and Vision . . . . . . . . . . . . . . . . . . 450

5.g, 6.b, 6.d, 6.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 466–467

Chapter 12
The Ear and Sound . . . . . . . . . . . . . . . . . . . . . 468
Lesson 1 Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472

5.g, 7.b

Lesson 2 The Ear and Hearing . . . . . . . . . . . . . . . . . 480

5.g, 7.b, 7.d, 7.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 498–499

Galápagos ground finch
x


Chapter 13
The Human Reproductive System. . . . . . . . 500
Lesson 1 Reproductive Systems . . . . . . . . . . . . . . . . 504

5.d, 7.a

Lesson 2 Development Before Birth . . . . . . . . . . . . 515

5.e, 7.a, 7.b, 7.c, 7.d

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 530–531

Read on Your Own . . . . . . . . . . . . . . . . . . . . . . 532

Unit Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533

At-Home Standards Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .534

Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . 552
Science Safety Skill Handbook . . . .554
Technology Skill Handbook . . . . . . . 557
Math Skill Handbook
Math Review . . . . . . . . . . . . . . . . . . . . . . . . . .561
Science Applications . . . . . . . . . . . . . . . . . . .571
Reference Handbook
Using a Calculator . . . . . . . . . . . . . . . . . . . . .576
Understanding Scientific Terms . . . . . . . . . .577

Use and Care of a Microscope . . . . . . . . . . . .579
Diversity of Life: Classification of
Living Organisms . . . . . . . . . . . . . . . . . . . . .580
Periodic Table of the Elements . . . . . . . . . . .584
English/Spanish Glossary . . . . . . . . .586
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . .601
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . 613

California Poppies
xi


To view BrainPOP Movies go to ca7.msscience.com. The features listed here
correlate to their respective chapter’s science content.

BrainPOP Movies

Title

Chapter-Lesson

Bacteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3
Cell Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2
Mitosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-1
Cell Specialization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-2
Seed Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-2
Heredity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-2
Fossils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-1
How Joints Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-2
Circulatory System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-1
Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-1
Eye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-4
Fertilization and Birth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-2

xii


The features listed here correlate to their respective chapter’s science content.
Chapter/ Science &
Page
Career

1
76–77

2

Science &
Technology

Science &
History

Science &
Society

From Cells to
Organelles

Confocal Laser
Scanning Microscopy

Golgi’s “Black”
Reaction

Putting Organisms to
Good Use

David Burgess, PhD

Healing Burns with
Artificial Skin

Walther Flemming

Sign Up, Save Lives

Lions and Tigers and
Bears, Oh My!

Producing DiseaseFree Plants

Ernest Everett Just
and Parthenogenesis

Animal Cloning—
Yes or No?

Making New Plant
Breeds

Genetic Engineering

Luther Burbank’s
Legacy

Genetically-Modified
Plants

You can be an
evolutionary
biologist!

A Molecular Clock

Counting Coprolites

Habitat Degradation
and Extinction

Studying Bacterial
Evolution

Observe Evolution in
Action

Early Hypothesis of
Evolution

The Galápagos
Islands—An
Evolution Museum

Studying the Rocks
of Earth

It’s looking at the
small stuff and
changing it.

Carving Rocks
Through History

The State Mineral
and Its History

You can study

ancient life!

How old is it?

The “Age of the
Fishes”

Changing Climate
and Our World

You can be an
athletic trainer!

Checking Out Your
Knees

Archimedes, Levers,
and the Human Body

Artificial People?

A Surgical Pioneer

Have a Heart

The Blood Course of
a Horse

Asthma in California

So You Want to be a
Lighting Technician

High-Tech Help for
the Blind

The Invention of
Eyeglasses

The Impact of the
Lightbulb on Society

Become a Speech
Therapist

Cochlear Implants

Good Vibrations

Noise Pollution

The Science of
Reproductive
Endocrinology

Ovarian Tissue
Transplant

The First Test-Tube
Baby

STDs—Sexually
Transmitted Diseases

110–111

3
160–161

4
194–195

5
232–233

6
268–269

7
304–305

8
344–345

9
380–381

10
416–417

11
460–461

12
492–493

13
524–525

xiii


Labs
Chapter 1
Chapter 3
Chapter 6
Chapter 11

California Standards

Exploring the Unknown . . . . . . . . . . . . . . . . . . . . . . . .74–75
Plant Propagation . . . . . . . . . . . . . . . . . . . . . . . . . . .158–159
Classifying the Students in Your Class . . . . . . . . . . 266–267
Can a cow eye teach you about your eyes? . . . . . . 458–459

1.b, 7.a, 7.c, 7.d, 7.e
2.a, 7.a, 7.c, 7.e
3.d, 7.c, 7.d, 7.e
5.g

Design Your Own Labs
Chapter 2 Design an Organ . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108–109
Chapter 4 What makes you unique? . . . . . . . . . . . . . . . . . . . . . 192–193
Chapter 5 Can you apply the principles of natural
selection to island species? . . . . . . . . . . . . . . . . . . . 230–231
Chapter 7 Erosion Stoppers . . . . . . . . . . . . . . . . . . . . . . . . . . . .302–303
Chapter 9 Build Your Own Levers. . . . . . . . . . . . . . . . . . . . . . . .378–379
Chapter 10 What happens when the cardiopulmonary
system breaks down? . . . . . . . . . . . . . . . . . . . . . . . .414–415
Chapter 13 A Healthy Pregnancy . . . . . . . . . . . . . . . . . . . . . . . . 522–523

5.a, 7.d, 7.e
2.d, 7.a, 7.b, 7.c, 7.e
3.b, 7.b, 7.c
7.c, 7.d
6.h, 6.i, 7.a, 7.c, 7.d
5.b, 6.j
5.e, 7.a, 7.b, 7.c, 7.d

Use the Internet Labs
Chapter 8 How has California changed over
geologic time? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .342–343
Chapter 12 Animal Hearing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490–491

7.a, 7.d
5.g, 7.b, 7.e

California Standards

Chapter 1

Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7

xiv

What are we made of? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
When is division not a math problem? . . . . . . . . . . . . . . . 85
How does reproduction happen? . . . . . . . . . . . . . . . . . . . 123
How well can you predict? . . . . . . . . . . . . . . . . . . . . . . . . 169
What attracts insects to certain flowers? . . . . . . . . . . . . 207
Can you make an animal evolve? . . . . . . . . . . . . . . . . . . . 241
What is Earth’s surface like? . . . . . . . . . . . . . . . . . . . . . . . 281

7.a, 7.d
1.a, 7.a, 7.d
2.a, 7.d
2.d, 7.c
3.a
3.a, 3.d
4.a, 7.e


(continued)
Chapter 8
Chapter 9
Chapter 10

Chapter 11
Chapter 12
Chapter 13

How are events unscrambled?
. . . . . . . . . . . . . 312
Is it easy to lift? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Does your pulse change? . . . . . . . . . . . . . . . . . . . . . . . . . . 389
Can you make a rainbow? . . . . . . . . . . . . . . . . . . . . . . . . . 425
How many sounds can you make? . . . . . . . . . . . . . . . . . . 469
Is it a boy or a girl? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501

California Standards

4.e., 4.g, 7.c
5.c, 7.a
5.b, 7.c
6.e
5.g, 7.e
2.b, 7.c

California Standards

Chapter 1 How can you model a cell? . . . . . . . . . . . . . . . . . . . . . . . . . 65
How can you see photosynthesis?
. . . . . . . . . . . 73
Chapter 2 What’s in a tissue? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Chapter 3 What does meiosis look like? . . . . . . . . . . . . . . . . . . . . . . 132
What’s in a flower? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
How do yeast reproduce? . . . . . . . . . . . . . . . . . . . . . . . . . 153

Chapter 5 How does the shape of a bird’s beak
determine what it eats? . . . . . . . . . . . . . . . . . . . . . . . . . . 214
How can your population have the strongest,
longest-lasting survivors?
. . . . . . . . . . . . . . . . . 228
Chapter 6 How do fossils form? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
How can you use a dichotomous key?
. . . . . . . 264
Chapter 7 How does Earth change over time?
. . . . . . . . . 292
Chapter 8 What makes the best fossils? . . . . . . . . . . . . . . . . . . . . . . 327
What happened here?
. . . . . . . . . . . . . . . . . . . . 340
Chapter 9 How do bones and muscles interact?
. . . . . . . . 366
Chapter 10 How does the cardiopulmonary system work?
412
Chapter 11 Why does the pencil look broken?
. . . . . . . . . . 438
How does the image change? . . . . . . . . . . . . . . . . . . . . .444
How do you see colors in the dark?
. . . . . . . . . 454
Chapter 12 How does an ear hear? . . . . . . . . . . . . . . . . . . . . . . . . . . . 489

1.b, 7.d
1.d, 7.c
5.a, 7.d
2.b, 7.d
5.f, 7.d
2.a, 7.a, 7.c, 7.d

7.c
3.a, 7.a
3.c, 7.d
3.d, 7.d
7.d
7.d
7.c
5.c, 7.a
5.b, 6.j, 7.a
6.c
6.d
5.g
5.g, 7.d

xv


California Standards

Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11

Chapter 12
Chapter 13

How can you observe DNA in a cell? . . . . . . . . . . . . . . . . . 54
How does your garden grow?
. . . . . . . . . . . . . . . 96
How fast do they grow? . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Peas, Anyone?
. . . . . . . . . . . . . . . . . . . . . . . . . . . 176

1.a, 7.a, 7.c

Can you see a genotype? . . . . . . . . . . . . . . . . . . . . . . . . . 191
How many bird species live near you?
. . . . . . . 229
Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
How long until it’s all gone? . . . . . . . . . . . . . . . . . . . . . . . 300
Which organisms return first following a
catastrophic event?
. . . . . . . . . . . . . . . . . . . . . . 324
What is the mechanical advantage of a lever? . . . . . . . . 376
How does illness affect the cardiopulmonary
system?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
Can you identify waves in the electromagnetic
spectrum?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434
How loud and how low can you go?
. . . . . . . . 477
Which hormones control ovulation?

. . . . . . . . 509
Can folic acid prevent birth defects?
. . . . . . . . 402

2.d

This lab might be performed at home.

xvi

1.c, 7.a
2.a, 7.c
2.d
7.c
3.c
7.c
7.c
6.i, 7.d
5.b, 7.c
6.a
5.g, 7.b
5.d, 7.a
5.e, 7.a


The California Science, Math and Language Arts correlations
for these features can be found on the referenced page.

Get Ready to Read

Applying Math

Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13

Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5

Preview . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Identify the Main Idea . . . . . . . . . . . . . . 86
New Vocabulary . . . . . . . . . . . . . . . . . . 124
Monitor. . . . . . . . . . . . . . . . . . . . . . . . . . 170
Visualize . . . . . . . . . . . . . . . . . . . . . . . . . 208
Questioning . . . . . . . . . . . . . . . . . . . . . . 242
Make Predictions . . . . . . . . . . . . . . . . . 282
Identify Cause and Effect . . . . . . . . . . . 314

Make Connections . . . . . . . . . . . . . . . . . 358
Summarize . . . . . . . . . . . . . . . . . . . . . . . 390
Compare and Contrast . . . . . . . . . . . . . 426
Make Inferences . . . . . . . . . . . . . . . . . . 470
Take Notes . . . . . . . . . . . . . . . . . . . . . . . 502

Target Your Reading
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503

Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13

Cell Volume and Surface Area . . . . . . . . 67
Probability and the Cell Cycle . . . . . . . . 97
Life Span Conversions . . . . . . . . . . . . . . 150
Probabilities and Inheritance. . . . . . . . 181
The Accommodations of the
HMS Beagle . . . . . . . . . . . . . . . . . . . . . . 218
Converting Time Ranges of Fossils
into Years . . . . . . . . . . . . . . . . . . . . . . . 261
Measuring Mineral Production
in California . . . . . . . . . . . . . . . . . . . . . . 301
Scientific Notation and Age of
Meteorites . . . . . . . . . . . . . . . . . . . . . . . 341
Degree of Joint Rotation . . . . . . . . . . . 377
Blood Pressure Variations . . . . . . . . . . 413
Scientific Notation . . . . . . . . . . . . . . . . 433
City Noise and Bar Graphs . . . . . . . . . . 479

Hormone Levels and a
Box-and-Whisker Plot. . . . . . . . . . . . . . 514

xvii


For Students and Their Families
What is the purpose of the California Content Standards?
Content standards were designed to encourage the highest achievement of every
student, by defining the knowledge, concepts, and skills that students should acquire
at each grade level.

This Guide Contains:
Science Content Standards, Grade 7 and Correlations . . . xix
Math Content Standards, Grade 7 . . . . . . . . . . . . . . . . . . . xxv
English-Language Arts Content Standards, Grade 7 . . . xxviii

California State Capitol Building,
Sacramento

xviii


Grade 7 Focus On Life Science
The science curriculum in grade seven emphasizes the study of life sciences. A foundation
in modern biological sciences, with an emphasis on molecular biology, is essential for
students who will become public school science teachers, college and university science
professors and researchers, and specialists in technological fields.
Another definitive reason for a focus on life science in grade seven is the students’ own
biological and behavioral transition into early adolescence. Young adolescents make

decisions that may have an enormous influence on their lives. The study of life science
provides a knowledge base on which adolescents can make well-informed and wise decisions about their health and behavior. The relevance of the curriculum to students’ lives
helps students to maintain an interest in science and to expand their knowledge of the
natural sciences. Items within the text that relate to a Science Content Standard will be
represented like this:
5.a

California Science Content Standards
Correlated to Focus On Life Science

Science Content Standards

Page Numbers

Cell Biology
1. All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only
through a microscope. As a basis for understanding this concept:
1.a Students know cells function similarly in all living organisms.

50–54, 56–63, 134–159

1.b Students know the characteristics that distinguish plant cells from animal cells, including
chloroplasts and cell walls.

58, 61, 62, 74

1.c Students know the nucleus is the repository for genetic information in plant and animal
cells.

54, 60, 89, 96

1.d Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis.

61, 68–72, 73

1.e Students know cells divide to increase their numbers through a process of mitosis, which
results in two daughter cells with identical sets of chromosomes.

88–94, 153–159, 515

1.f Students know that as multicellular organisms develop, their cells differentiate.

100–102, 153–159

Bold page numbers indicate in-depth coverage of standard.

xix


Science Content Standards

Page Numbers

Genetics
2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by
environmental influences. As a basis for understanding this concept:
2.a Students know the differences between the life cycles and reproduction methods of
sexual and asexual organisms.

126–128, 148, 134–159

2.b Students know sexual reproduction produces offspring that inherit half their genes from
each parent.

126–132, 173, 175,
178–179, 182–184, 501

2.c Students know an inherited trait can be determined by one or more genes.

174–180, 184–188,
192–193

2.d 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.

175, 176, 177–179,
191–193

2.e Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and
is located in the chromosomes of each cell.

54, 60, 89, 128–133, 177

Evolution
3. Biological evolution accounts for the diversity of species developed through gradual processes over many generations. As a basis for understanding this concept:
3.a Students know both genetic variation and environmental factors are causes of evolution
and diversity of organisms.

215, 220–223, 241,

257–259

3.b Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution.

210–217

3.c Students know how independent lines of evidence from geology, fossils, and comparative
anatomy provide the bases for the theory of evolution.

244–256

3.d 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.

262–263, 264, 266–267

3.e Students know that extinction of a species occurs when the environment changes and the
adaptive characteristics of a species are insufficient for its survival.

219, 224–227, 318–323,
324, 327

Bold page numbers indicate in-depth coverage of standard.

xx


Science Content Standards

Page Numbers

Earth and Life History (Earth Sciences)
4. Evidence from rocks allows us to understand the evolution of life on Earth. As a basis for understanding
this concept:
4.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.

284–285

4.b 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.

318–323, 330–331,
334–337, 339

4.c 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.

246, 249, 286–291

4.d Students know that evidence from geologic layers and radioactive dating indicates Earth is
approximately 4.6 billion years old and that life on this planet has existed for more than 3
billion years.

293–299

4.e Students know fossils provide evidence of how life and environmental conditions have
changed.

247–250, 316–317,

325–339

4.f Students know how movements of Earth’s continental and oceanic plates through time,
with associated changes in climate and geographic connections, have affected the past and
present distribution of organisms.

257–259

4.g Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale.

316–323, 325–339

Bold page numbers indicate in-depth coverage of standard.

xxi


Science Content Standards

Page Numbers

Structure and Function in Living Systems
5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function.
As a basis for understanding this concept:
5.a Students know plants and animals have levels of organization for structure and function,
including cells, tissues, organs, organ systems, and the whole organism.

100–106, 108–109,
364–365

5.b Students know organ systems function because of the contributions of individual organs,
tissues, and cells. The failure of any part can affect the entire system.

106, 108–109, 389,
392–396, 400, 401–402,
410, 412, 414–415

5.c Students know how bones and muscles work together to provide a structural framework
for movement.

357, 360–367

5.d 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.

504–509, 510–511,
512–513

5.e Students know the function of the umbilicus and placenta during pregnancy.

515–516, 517–523

5.f Students know the structures and processes by which flowering plants generate pollen,
ovules, seeds, and fruit.

138–141

5.g Students know how to relate the structures of the eye and ear to their functions.

450–454, 456, 458–459,

469, 474–476, 482–493

Bold page numbers indicate in-depth coverage of standard.

xxii


Science Content Standards

Page Numbers

Physical Principles in Living Systems (Physical Sciences)
6. Physical principles underlie biological structures and functions. As a basis for understanding this concept:
6.a Students know visible light is a small band within a very broad electromagnetic spectrum.

430–431, 432, 434

6.b Students know that for an object to be seen, light emitted by or scattered from it must be
detected by the eye.

431, 441, 450–453

6.c Students know light travels in straight lines if the medium it travels through does not
change.

428, 438–439, 440

6.d Students know how simple lenses are used in a magnifying glass, the eye, a camera, a telescope, and a microscope.

444, 446–448, 451–452,

456

6.e Students know that white light is a mixture of many wavelengths (colors) and that retinal
cells react differently to different wavelengths.

425, 439, 454–455

6.f Students know light can be reflected, refracted, transmitted, and absorbed by matter.

435–436, 438, 440–441,
443–445, 451, 452

6.g Students know the angle of reflection of a light beam is equal to the angle of incidence.

440–441, 447

6.h Students know how to compare joints in the body (wrist, shoulder, thigh) with structures
used in machines and simple devices (hinge, ball-and-socket, and sliding joints).

362–363, 369, 378–379

6.i Students know how levers confer mechanical advantage and how the application of this
principle applies to the musculoskeletal system.

368–379

6.j Students know that contractions of the heart generate blood pressure and that heart
valves prevent backflow of blood in the circulatory system.

407–409, 412, 414–415

Bold page numbers indicate in-depth coverage of standard.

xxiii


Science Content Standards

Page Numbers

Investigation and Experimentation
7. Scientific 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:
7.a Select and use appropriate tools and technology (including calculators, computers,
balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and
display data.

7–13, 17, 31, 38, 39, 41, 54,
74–75, 96, 158–159,
192–193, 228, 342, 357,
366, 378–379, 412,
414–415, 509, 519,
522–523

7.b Use a variety of print and electronic resources (including the World Wide Web) to collect
information and evidence as part of a research project.

13, 17–19, 77, 110–111,
160–161, 192–193, 194,

230–231, 268–269, 477,
490–491, 522–525

7.c Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.

5, 6, 14–16, 20–21, 28–33,
36–41, 54, 73–75,
158–159, 169, 192–193,
214, 229, 230–231,
268–269, 300, 302–303,
324, 308, 378–379, 389,
402, 404, 414–415, 477,
490–491, 522–523,
591

7.d Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure).

11, 23, 74–75, 103,
108–109, 132, 138, 249,
268–269, 292, 302–303,
327, 342, 376, 378–379,
489, 522–523

7.e Communicate the steps and results from an investigation in written reports and oral
presentations.

20–21, 28–33, 74–75,
108–109, 158–159,
192–193, 268–269,
414–415, 469, 490–491

Bold page numbers indicate in-depth coverage of standard.

xxiv