![](media/image1.png){width="0.5834645669291338in" height="0.75in"}Life
Science

*Middle School Biology*

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Life Science

Biology Curriculum

**Benchmarks and Standards 109**

**Glossary 116**

**Resources 121**

**CONTENT STANDARDS WITH BENCHMARKS**

***Science***

**Unifying Concepts and Processes**

*CONTENT STANDARD 1*

Students will understand science concepts of order and organization.

**SC1-E1**

Students will apply information about the predictability and
organization of the universe and its subsystems.

**SC1-E2**

Students will apply prediction to scientific problems and events.

**CONTENT STANDARD 2**

Students will use evidence, models, and explanations to explore the
physical world.

**SC2-E1**

Students will identify and organize evidence needed to predict changes
in natural and artificial systems.

**SC2-E2**

Students will organize phenomena into hypotheses, models, laws,
theories, principles, and paradigms.

**SC2-E3**

Students will design and develop models.

**CONTENT STANDARD 3**

Students will use form and function to organize and understand the
physical world.

**SC3-E1**

Students will explain function by referring to form and explain form by
referring to function.

**CONTENT STANDARD 4**

Students will understand the physical world through the concepts of
change, equilibrium, and measurement.

**SC4-E1**

Students will illustrate that constancy and change are properties of
objects and processes.

**SC4-E2**

Students will illustrate that energy and matter can be transformed and
changed but the sum remains the same.

**SC4-E3**

Students will use elementary scientific devices to measure objects and
simple phenomena.

**SC4-E4**

Students will employ mathematics to quantify properties of objects and
phenomena.

**SC4-E5**

Students will relate the contributions of external and internal forces
to change in the form and function of objects, organisms, and natural
systems.

**Science as Inquiry**

**CONTENT STANDARD 5**

Students will acquire the abilities to do scientific inquiry.

**SC5-E1**

Students will use the scientific method within the classroom and school
environment.

**SC5-E2**

Students will employ equipment, tools, a variety of techniques, and
information sources to gather, analyze, and interpret data.

**SC5-E3**

Students will explain that scientific theories emphasize evidence, have
logically consistent arguments, and use scientific principles, models,
and theories. Well-accepted scientific theories are formulations of
apparent relationships or underlying principles of certain observed
phenomena that have been verified to a very high degree.

**CONTENT STANDARD 6**

Students will understand the process of scientific inquiry.

**SC6-E1**

Students will use different kinds of methods, including observation,
experiments, and theoretical and mathematical models to answer a variety
of scientific questions.

**SC6-E2**

Students will use their own understanding of science to guide their
scientific investigations.

**SC6-E3**

Students will use criteria for sound scientific investigations to verify
the truth of the results of their own and others' investigations.

**SC6-E4**

Students will choose appropriate methods and analytic techniques for
specific science problems and investigations.

**SC6-E5**

Students will use technology and scientific methods to gather evidence
to enhance the accuracy of their findings.

**SC6-E6**

Students will describe the results of investigations with teachers,
peers, parents, and others.

**SC6-E7**

Students will explain that scientific investigations can result in new
ideas, objects, methods, techniques, and procedures for investigation.

**SC6-E8**

Students will explain that in areas where there is not a great deal of
experimental or observational evidence, it is typical for scientists to
differ with one another about the theory, hypothesis, or evidence being
investigated.

**Physical Science**

**CONTENT STANDARD 7**

Students will know and understand the properties of matter.

**SC7-E1**

Students will identify the characteristic properties of elements and
compounds such as density, boiling point, and solubility.

**SC7-E2**

Students will explain that the characteristic properties of an element
or compound are independent of the amount (size) of the sample.

**SC7-E3**

Students will discriminate between elements based on the characteristic
ways in which they react with other elements to form compounds that are
different substances with unique characteristic properties.

**CONTENT STANDARD 8**

Students will know and understand the properties of fields, forces, and
motion.

**SC8-E1**

Students will explain that when an object is not being subjected to a
force, the object will continue to move at a constant speed and in a
straight line.

**SC8-E2**

Students will describe quantitatively how an object's position, speed,
and direction explain motion.

**SC8-E3**

Students will compare and contrast gravity to other forces in the world
and universe.

**CONTENT STANDARD 9**

Students will know and understand the concepts of energy and the
transformation of energy.

**SC9-E1**

Students will apply knowledge about energy and energy transformation to
science problems.

**SC9-E2**

Students will explain how chemical reactions can take place in time
periods ranging from less than a second to millions of years.

**SC9-E3**

Students will explain how chemical reactions involve concentration,
pressure, temperature, and catalysts.

**Life Science**

**CONTENT STANDARD 10**

Students will know and understand the characteristics that are the basis
for classifying organisms.

**SC10-E1**

Students will use information about living things including:

-   The roles of structure and function as complementary in the
    organization of living systems.

-   Cells as the fundamental unit of life.

-   The functions of cells which sustain life.

-   Cell division.

-   The use of nutrients by cells.

-   The role of heredity and environment in the characteristics of
    individual organisms.

-   That small genetic differences between offspring and parents may
    accumulate in succeeding generations and may or may not be
    advantageous for the species.

-   Disease as a breakdown in the structures or function of an organism.

**SC10-E2**

Students will categorize organisms according to reproductive and other
characteristics.

**CONTENT STANDARD 11**

Students will know and understand the synergy among organisms and the
environments of organisms.

**SC11-E1**

Students will distinguish among organisms based on the way an organism
regulates its internal environment in relation to changes in its
external environment.

**SC11-E2**

Students will describe how organisms obtain and use resources, grow,
reproduce, and maintain a stable internal environment while living in a
constantly changing external environment.

**SC11-E3**

Students will predict behavior in relation to changes in an organism's
internal and external environments.

**SC11-E4**

Students will use knowledge of population characteristics to distinguish
specific populations.

**SC11-E5**

Students will categorize organisms based on the function they serve
within their ecosystem.

**SC11-E6**

Students will examine the impact humans have had on other species and
natural systems over time.

**SC11-E7**

Students will illustrate the impact that overpopulation might have on
various regions of the world.

**SC11-E8**

Students will analyze consumption of nonrenewable resources based on
population factors (birth rate, death rate, and density).

**SC11-E9**

Students will illustrate the role of personal control of basic needs on
health outcomes.

**SC11-E10**

Students will model responsible health behaviors for peers and others.

**SC11-E11**

Students will demonstrate the impact of nutrition and exercise on
personal health.

**Earth and Space Science**

**CONTENT STANDARD 12**

Students will know and understand properties of earth science.

**SC12-E1**

Students will explain how Earth's materials can be transformed from one
state to another.

**SC12-E2**

Students will experiment with the uses of Earth's materials as
resources.

**SC12-E3**

Students will model natural processes that shape the Earth's surface.

**SC12-E4**

Students will observe, measure, and record weather changes that occur
daily.

**SC12-E5**

Students will explain how fossils are formed and how fossils provide
evidence of the complexity and diversity of life over time.

**SC12-E6**

Students will use a rectilinear coordinate system such as latitude and
longitude to locate points on the surface of Earth.

**SC12-E7**

Students will describe the interaction between the Earth's lithosphere,
hydrosphere, atmosphere, and biosphere.

**CONTENT STANDARD 13**

Students will know and understand basic concepts of cosmology.

**SC13-E1**

Students will model the predictable patterns of the sun and planets in
the solar system.

**SC13-E2**

Students will describe the elements of the universe including stars,
galaxies, dust clouds, and nebulae.

**SC13-E3**

Students will explain various scientific theories for the origin of the
universe.

**SC13-E4**

Students will explain how instruments and vehicles are used for space
exploration work.

**Technology and the History of Science**

**CONTENT STANDARD 14**

Students will know and understand the differences between the
interactions of science and technology.

**SC14-E1**

Students will design and conduct experiments that distinguish between
natural and artificial objects and materials.

**SC14-E2**

Students will demonstrate trade-offs in safety, cost, efficiency, and
appearance related to technological solutions provided through science.

**SC14-E3**

Students will compare and contrast a variety of scientific and
technological solutions to problems.

**SC14-E4**

Students will examine the role of technology, particularly computers and
other electronic advances, in the advancement of science.

**CONTENT STANDARD 15**

Students will know and understand the impact between science and
technology in society.

**SC15-E1**

Students will illustrate the impact that work settings have on
scientific investigations.

**SC15-E2**

Students will demonstrate how the direction for scientific
investigations is related to social issues and challenges.

**SC15-E3**

Students will explain how the benefits of science and technology are
enjoyed by some groups and not by other groups.

**SC15-E4**

Students will compare and contrast the science contributions of people
with diverse interests, talents, qualities, and motivations from a
variety of social and ethnic backgrounds.

**SC15-E5**

Students will predict new areas of scientific inquiry based on previous
research.

**SC15-E6**

Students will analyze the impact of culture, gender, and other factors
on an individual's choice of science as a career.

**SC15-E7**

Students will differentiate between ethical and unethical scientific
practices and research.

**Science in Personal, Social and Environmental Perspectives**

**CONTENT STANDARD 16**

Students will know and understand the relationship between natural
hazards and environmental risks for organisms.

**SC16-E1**

Students will analyze environmental risks for personal and social costs.

**SC16-E2**

Students will determine options for reducing and eliminating
environmental risks and for coping with natural catastrophic events.

**SC16-E3**

Students will predict the human and financial costs of slow natural
events such as drought and rapid natural events such as earthquakes.

**SC16-E4**

Students will develop models for prevention of substance abuse including
tobacco, alcohol, and other drugs, and to reduce the associated
environmental risks.

Biology Glossary

**A**

**Adaptations** a behavior, physical feature, or other characteristic
that helps an animal survive and make the most of its habitat; the way
any living thing is fitted to the life it leads.

**Alternation of generations** life cycle in which haploid and diploid
generations alternate with each other. The haploid-diploid life cycle is
the most complex life cycle and thus has lots of variations. It is also
the most common life cycle among plants since all land plants are
haploid-diploid.

**Animalia** one of the 5 major kingdoms. Contains all animals.

**Anther** the tip of a flower's stamen; contains the pollen.

**Axil** the angle between the upper side of the stem and the leaf or
petiole.

**Axillary bud** a bud that develops in the axil.

**B**

**Bacteria** a unicellular microorganism associated with processes of
putrefaction, fermentation, and causes diseases in plants and animals.

**Biothems** cave bacteria.

**Byproduct** something produced in the making of something else; a side
effect.

**C**

**Camouflage** a means of concealment or a disguise that creates the
effect of being part of the natural surroundings.

**Carnivora** typically flesh-eating animals.

**Carpel (pistil)** is the structure in a flower that consists of the
stigma, a style, and an ovule-containing ovary; the ovule becomes the
seed and the ovary becomes the fruit.

**Cave** a hollow or natural passage under or into the Earth with an
opening to the surface.

**Cell** is a structural and functional unit of an organism; the small
structure capable of performing all the functions necessary for life.

**Cell membrane** a thin layer of protein and fat that surrounds the
cell, but is inside the cell wall, and is semi permeable.

**Cell organelles** small, often membranous, structure in the cytoplasm,
having a specific structure and function.

**Cell wall** a thick, rigid membrane that surrounds a plant cell; gives
a plant most of its support and structure.

**Centrosome** a small body located near the nucleus---it has a dense
center and radiating tubules. The centrosome is where microtubules are
made.

**Charles Darwin** wrote *The Origin of Species*, animals evolved
through evolution.

**Chemolithotrophs** specialized prokaryotes that are able to oxidize
inorganic chemicals as their sole source of energy and reducing power.

**Chlorophyll** green plant pigment that absorbs the sunlight needed for
photosynthesis.

**Chloroplasts** elongated or disc-shaped organelles containing
chlorophyll.

**Chordata** organisms with a backbone; vertebrates.

**Cinereoargenteus** scientific name for grey fox; based on the Greek
words cinereus (ash-colored) and argenteus (silver), in reference to the
color of the fox.

**Class** a taxonomic category ranking below a phylum and above an
order.

**Classification** to sort into groups.

**Climate** weather condition of an area including prevailing
temperature and average daily/yearly rainfall.

**Compound** substance having two or more different elements united
chemically in a fixed ratio.

**Coniferous** a cone-bearing tree such as a pine or fir tree.

**Conservation** is a scientific discipline that seeks to understand the
effects of human activities on species, communities, and ecosystems and
to develop practical approaches to preventing the extinction of species
and the destruction of ecosystems.

**Constant temperature zone** an area in a cave in which the temperature
stays at 58 degrees regardless of weather on the surface.

**Cytoplasm** contents of a cell between the nucleus and the plasma
membrane that contains the organelles.

**D**

**Deciduous** plants that shed their foliage at the end of the growing
season.

**Desert** an area that receives less than 10 inches of rainfall a year
and has a very high rate of evaporation.

**Dichotomous key** a way of identifying unknown organisms by
constructing a series of couplets, each couplet consisting of two
separate statements, by reading the statements from broad to narrower
characteristics only a single choice will remain.

**Drought** a long period of low rainfall.

**E**

**Ecosystem** all the living organisms in a given area as well as their
physical environment---usually made up of many complex interactions.

**Eukaryotic** an organism whose cells contain a distinct membrane-bound
nucleus.

**Evolution** changes that occur in the members of a species with the
passage of time, often resulting in increased adaptation of organisms to
the environment.

**F**

**Family** the category ranking below an order and above a genus in the
taxonomic classification.

**Fauna** animals, especially of a region or period.

**Filament** is the part of the flower that holds the anther.

**Flora** plants, especially of a specific region or period.

**Flower** the reproductive unit of angiosperm.

**Flower stalk** the structure that supports the flower.

**Fungi** any organism that lacks chlorophyll, includes yeast, molds,
smut, and mushrooms. One of the 5 major kingdoms.

**G**

**Genus** category ranking below a family and above species in the
hierarchy of taxonomic classifications.

**Global warming** predicted increase in the Earth's temperature, due to
the greenhouse effect, which will lead to the melting of polar ice and a
rise in sea levels.

**Golgi body** a flattened, layered, sac-like organelle that looks like
a stack of pancakes and is located near the nucleus. It produces the
membranes that surround the lysosomes. The Golgi body packages proteins
and carbohydrates into membrane-bound vesicles for "export" from the
cell.

**H**

**Habitat** the place where an animal lives.

**Hypothetical** an answer to a question based on the best educated
guess possible.

**I**

**Internode** the area of the stem between any two adjacent nodes.

**K**

**Kingdom** the highest taxonomic classification into which all
organisms are grouped.

**L**

**Lamina** the blade of a leaf.

**Lateral shoot** an offshoot of the stem of a plant (branches).

**Leaf** an outgrowth of a plant that grows from a node in the stem.
Most leaves are flat and contain chloroplasts; their main function is to
convert energy from sunlight into chemical energy (food) through
photosynthesis.

**Leaf apex** the outer end of a leaf; the end that is opposite the
petiole.

**Lysosome** spherical organelles surrounded by a membrane; they contain
digestive enzymes.

**M**

**Mammalia** mammals.

**Midrib** the central rib of a leaf---it is usually continuous with the
petiole.

**Microhabitat** a small area where an organism lives that has different
conditions from another small area that might be right next door.

**Mimicry** a superficial resemblance of two or more species; a
mechanism that avoids predation by appearing to be dangerous.

**Mitochondrion** a microscopic structure in nearly all living cells,
containing genetic material and enzymes important for cell metabolism.
Plural **Mitochondria**.

**N**

**Natural selection** mechanism of evolution caused by environmental
selection of organisms most fit to reproduce; results in adaptation to
the environment.

**Nocturnal** most active at night, sleeps most of the day.

**Node** the part of the stem of a plant from which a leaf, branch, or
aerial root grows; each plant has many nodes.

**Nuclear membrane** a membrane that surrounds the nucleus.

**Nucleolus** an organelle within the nucleus; it is where ribosomal RNA
is produced.

**Nucleus** a spherical body containing many organelles, including the
nucleolus; it also controls many of the functions of the cell and
contains DNA.

**Nucleus** a membrane-bound organelle with a cell that contains
chromosomes and controls the structure and function of the cell.

**O**

**Order** the category ranking below class and above family in the
hierarchy of taxonomic classification.

**Ovary** is a female reproductive organ in plants that produces ovules.

**P**

**Petal** is one of the leafy structures that comprise a flower, they
are usually brightly colored and have many different shapes.

**Petiole** a leaf stalk; it attaches the leaf to the plant.

**Photosynthesis** the process by which plants use the sun's energy to
convert carbon dioxide and water into sugar.

**Phylum** category below a kingdom and above a class in the hierarchy
of taxonomic classifications.

**Pigment** a substance, such as chlorophyll, that produces a
characteristic color in the plant and animal kingdom.

**Prokaryotic** cell lacking a membrane-bound nucleus and organelles,
the cell type within the domain Bacteria and Archaea.

**R**

**Raptor** a bird of prey.

**Ribosome** small organelles composed of RNA-rich cytoplasmic granules
that are sites of protein synthesis.

**Riparian** relating to the banks of a natural course of water.

**Root** is a plant structure that obtains food and water from the soil,
stores energy, and provides support for the plant. Most roots grow
underground.

**Root cap** a structure at the ends of the roots, it covers the growing
end of the root.

**Rough endoplasmic reticulum (rough ER)** a vast system of
interconnected, membranous, in-folded, and convoluted sacks that are
located in the cell's cytoplasm. Rough ER is covered with ribosomes that
give it a rough appearance. Rough ER transport materials through the
cell and produce proteins in sacks called cisternae.

**S**

**Sepal** small leaves located directly under a flower---they are the
outermost part of a flower.

**Simple** leaves that are not divided into leaflets.

**Smooth endoplasmic reticulum (smooth ER)** a vast system of
interconnected, membranous, in-folded, and convoluted tubes that are
located in the cell's cytoplasm. Smooth ER transports materials through
the cell.

**Species** a group of similarly constructed organisms capable of
interbreeding and producing fertile offspring; organisms that share a
common gene pool.

**Stamen** in flowering plants, the portion of the flower that consists
of a filament and an anther containing pollen sacs where pollen is
produced.

**Stem** (also called the axis) the main support of the plant.

**Stigma** the uppermost part of the pistil, the female reproductive
tissue of a flower, receives the male pollen grains during
fertilization, when they travel through the style to the ovary.

**Stipule** the small, paired appendages (sometimes leaf-like) that are
found at the base of the petiole of leaves of many flowering plants.

**Stomata** small pores in a tree's leaves and stems that open to absorb
carbon dioxide and release oxygen.

**Style** is part of the pistil, the female reproductive tissue of the
flower; a long tube located on top of the ovary and below the stigma.

**Survival of the fittest** Darwin asserted that in order for a species
to cope with the ever-changing environments and circumstances it is
subjected to, it must not only adapt, but must also be capable of
passing on those adapted characteristics to its offspring.

**T**

**Taproot** the main root of some plants; the taproot extends straight
down under the plant.

**Taxonomy** a branch of biology concerned with identifying, describing,
and naming organisms.

**Terminal bud** a bud located at the apex of the stem.

**Theoretical** answer based on a theory.

**Transpiration** the process by which a tree loses water through
stomata on its leaves and stems.

**Troglobites** are animals that only live in caves. They can't survive
anywhere else.

**Troglophiles** are animals that like to live in caves but also can
live elsewhere.

**Trogloxenes** are animals that sometimes choose caves as their homes.

**Twilight zone** the part of a cave in which some daylight penetrates
(but not direct sun light) and gradually diminishes to zero light.

**U**

**Urocyon** the genus name based on the Greek words oura (tail) and kyon
(dog).

**V**

**Vacuole** a large, membrane-bound space within a plant cell that is
filled with fluid. Most plant cells have a single vacuole that takes up
much of the cell.

**Variable temperature zone** the temperature inside fluctuates with the
weather outside the cave.

**Vegetative propagation** the term given to any asexual means of
starting new plants.

**Vein** one of the many vascular structures on a leaf; they provide
support for the leaf and transport both water and food through the leaf.

W

**Whorls** a group of three or more leaves of the same kind, arising at
the same level on a stem and arranged in a circle, the petals of a
flower or the branches of a horsetail.

Biology Resources

ABC's of Animal Taxonomy. Retrieved July 15, 2002,
*http://www.pcisys.net/\~dlblanc/taxonomy.html*

Alien Explorers. Retrieved July 17, 2002,
*http://www.alienexplorer.com/ecology/topic3.html*

Anatomy and Physiology. Retrieved August 20, 2002,
*http://www.fi.edu/tfi/units/life/anatomy/anatomy.html*

Audubon Society. Retrieved July 17, 2002, *http://www.audubon.org/*

Bigchalk Education Center. Retrieved July 12, 2002,
*http://www.bigchalk.com/cgi-bin/WebObjects/WOPortal.woa/wa/BCPageDA/sec\~CAB\~48410\~\~*

Bigchalk: Homework Central Plant Structure and Growth. Retrieved July
10, 2002,
*http://www.bigchalk.com/cgi-bin/WebObjects/WOPortal.woa/wa/BCPageDA/sec\~ga\~10412\~\~*

Biology Century. Retrieved July 7, 2002,
*http://mywebpages.comcast.net/biologycentury/pages/cell3.html*

Bowers, J.E., (1989). 100 Desert Wildflowers of the Southwest. Tucson:
Southwest Parks and Monuments Association.

Braus, J., (1989). Ranger Rick's Nature Scope: Trees are Terrific.
Washington DC: National Wildlife Federation.

Cave Animals. Retrieved August 6, 2002,
*http://www.expandtheworld.com/html/cave_animals.html*

Cave Life. Retrieved July 10, 2002,
*http://www.ans.latech.edu/homes/wakeman/caves/cavelife.html*

Cave Life. Retrieved July 20, 2002,
*http://www.nps.gov/maca/cavelife.htm*

Cell Biology. Retrieved July 15, 2002,
*http://micro.magnet.fsu.edu/cells/*

Cells Alive. Retrieved August 6, 2002, *http://www.cellsalive.com*

Cells and Cell Structure. Retrieved August 6, 2002,
*http://www.biology4kids.com/files/cell_main.html*

Cells Are Us. Retrieved July 20, 2002,
*http://www.icnet.uk/kids/cellsrus/cellsrus.html*

Crane, C. (2000). Carlsbad Caverns National Park: Worlds of Wonder.
Korea: Carlsbad Caverns Guadalupe Mountains Association.

Cunningham, R.L., (1990). 50 Common Birds of the Southwest. Tucson:
Southwest Parks and Monuments Association.

Desert Adaptation. Retrieved August 6, 2002,
*http://www.amphi.com/\~ams/intpowers.html*

Desert Biome: Plant and Animal Adaptations. Retrieved July 15, 2002,
*http://www1.enloe.wake.k12.nc.us/enloe/science/warner/desert/adaptations.htm*

Desert Diary Desert Adaptations. Retrieved July 7, 2002,
*http://www.utep.edu/museum/desertdiary/archive/desertadapt/indexpage.htm*

Desert Plant Survival. Retrieved July 12, 2002,
*http://www.desertusa.com/du_plantsurv.html*

Desert USA. Retrieved July 20, 2002,
[*http://www.desertusa.com/magdec97/psmuseums/dec_livedesert.htm*](http://www.azrelocate.com/desliv.htm)

Desert Web Quest. Retrieved August 6, 2002,
*http://can-do.com/uci/lessons98/Desert.html*

Ecosystems, Biomes, and Watersheds. Retrieved July 15, 2002,
*http://cnie.org/NLE/CRSreports/Biodiversity/biodv-6.cfm*

EnchantedLearning.com. Retrieved August 5, 2002,
*http://www.enchantedlearning.com/biomes/*

Encyclopedia Britannica. Retrieved July 12, 2002,
*http://www.britannica.com*

Fischer, P.C., (1989). 70 Common Cacti of the Southwest. Tucson:
Southwest Parks and Monuments Association.

Form and Photosynthesis in Vascular Plants. Retrieved July 10, 2002,
*http://fig.cox.miami.edu/Faculty/Tom/bil160sp98/plantform/13_plantform.html*

Gander Academy's Cave Theme Page. Retrieved July 10, 2002,
*http://www.stemnet.nf.ca/CITE/cave.htm*

Gibbons, G., (1993). Caves and Caverns. San Diego: Voyager Books.

Gunzi, C. (1993). Cave Life: A Close-up Look At the Natural World of a
Cave. New York: DK Publishing Inc.

Habitat Web Links. Retrieved July 7, 2002,
*http://www.lx.org/ewcave.html*

I Can Do That -- Cells. Retrieved July 15, 2002,
*http://www.eurekascience.com/ICanDoThat/bacteria_cells.htm*

Miller, S.A., Harley J.P., (1996). Zoology. Dubuque: Wm. C. Brown
Publishers.

Mohr, C. E. & Poulson, T. L., (1966). Our living world of nature: "The
Life of the Cave".

New York. McGraw-Hill, the World Book Encyclopedia and the
U.S.Department of the Interior.

Murphy, D., (1984). The Guadalupes: Guadalupe Mountain National Park.
Paragon Press Inc.

National Geographic.com. Retrieved July 12, 2002,
*http://www.nationalgeographic.com/wildworld/*

NatureServe. Retrieved July 6, 2002, *http://www.natureserve.org/*

Olin, G. (2000). 50 Common Mammals of the Southwest. Tucson: Southwest
Parks and Monuments Association.

Phillips, J. (1987). Southwestern Landscaping with Native Plants. Santa
Fe, NM: Museum of New Mexico Press.

Photosynthesis. Retrieved July 10, 2002,
*http://www.biologie.uni-hamburg.de/b-online/e24/24.htm*

Photosynthesis: Energy and Life. Retrieved July 17, 2002,
*http://www.ftexploring.com/photosyn/photosynth.html*

Plant and Animal Adaptations. Retrieved August 6, 2002,
*http://www.earlham.edu/\~biol/desert/adapt.htm*

Plant and Animal Cells. Retrieved July 6, 2002,
*http://sun.menloschool.org/\~cweaver/cells/*

Plant Structure and Specialization. Retrieved August 5, 2002,
*http://www.biology4kids.com/files/plants_structure.html*

Plant Structure: leaves, stems, and roots. Retrieved July 9, 2002,
*http://www.rbgkew.org.uk/ksheets/pdfs/plant.pdf*

Taylor, M.R., (1999). Dark Life: Martian nanobacteria, rock-eating cave
bugs, and other extreme organisms of the inner Earth and outer space.
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