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The Living Earth

Student Edition (1st Edition)

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IMPORTANT: This product can only be purchased when ordering a class set (20+) of student editions of the same title.

Suitability NGSS High School: Biology Integrated with Earth Science
ISBN 978-1-927309-55-1
Edition 2018 (1st Edition)
Format Paperback, A4, Full colour
Page Numbers 404


BIOZONE has completed development of a new (2nd) edition of The Living Earth, which is now available to purchase (see details below).

We would like to offer our customers the chance to purchase The Living Earth 1st Edition at a reduced price! 

RRP $34.95Now only $9.95 per book* .

*Terms and Conditions apply:

  • Discount applies to the RRP price ($34.95) for print books.
  • Purchases can only be made direct from BIOZONE (not available through resellers).
  • Offer available only while stocks last.
  • Applicable shipping charges apply.
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  • Cannot be used in conjunction with any other BIOZONE offer


  • Ecosystem Interactions and Energy
  • History of Earth’s Atmosphere: Photosynthesis and Respiration
  • Evidenceof Common Ancestry and Diversity
  • Inheritance of Traits
  • Structure, Function, and Growth
  • Ecosystem Stability and the Response to Climate Change

Product Description

The Living Earth has been designed and written following the High School Three-Course Model for California. It will also suit NGSS-aligned states integrating Earth Science with Biology. This phenomena-based title takes a three-dimensional approach to provide an engaging, relevant, and rigorous program of instruction.

Departing from the more traditional approach of BIOZONE’s Non-Integrated Series, the Integrated Series offers a learning experience based on the 5 Es and anchored in student-relevant phenomena and problems.

Features and Benefits

  • A phenomena-based approach employing the 5E instructional cycle, aligning with how students learn science.
  • Set Instructional Sequences provide the book structure, enabling seamless navigation through the program.
  • Full integration of the three dimensions of the CA NGSS enables students to deepen understanding of Disciplinary Core Ideas through their use of Science and Engineering Practices and application of Crosscutting Concepts.
  • Activities provide multiple opportunities for students to use first-hand experience to explain phenomena and develop engineering solutions to solve relevant problems.
  • Formative and summative assessments address all three dimensions.
  • Proficiency in mathematics and computational thinking are strongly supported.
  • The California Environmental Principles and Concepts are incorporated throughout.
  • Understandings about the Nature of Science are supported through the Science and Engineering Practices and Crosscutting Concepts.
  • Online learning supported through BIOZONE's resource hub, featuring videos, spreadsheet models, weblinks, and 3D models. Online courses also available through BIOZONE Academy.

Investigation List

View or Download a complete list of suggested student investigations included in BIOZONE's The Living Earth.

About the Series

A number of States adopting NGSS, including California, are opting for a 3 course configuration that integrates the Earth & Space Sciences components into the three traditional sciences at high school: Biology, Chemistry and Physics. BIOZONE has already in development a new NGSS series that encompasses this approach. The proposed roll-out is Biology mid-2018, Chemistry mid-2019, with Physics soon to follow.


These errata apply only to the student's edition.

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Page 13 (Activity 5) - EXPLORE: Population density varies

Pages 18-19 - Numbering error: Q13, 14, 15 (not 11, 13, 14)

Page 51 - Numbering error: Question umbers should read 1-4 (Q 2a and 2b should be 2 and 3)

Page 54 - Diagram. There should be an arrow from the atmosphere via cyanobacteria to ammonia.

Page 69 - Numbering error: Q19 should be Q15.

Page 72 - See plot previous page.

Page 74 - Table 3 bottom row should ready Energy of frass from 1 larva

Page 161 - Q11(a)(b)(c). Part (a) is filling in the diagram. This was mistakenly omitted.

Page 174 - Q9 clarification. Added to the end of the question (i.e. from the mechanisms that arise first to those that arise last):

Page 220 - Numbering error. Q2 should be Q3

Page 296 - Numbering error: 7 (a) (b) (c)

Page 303 - Q9....if the plasma membrane were to fail…

Page 324 - Q11 (no part (a))

Pages 368-369 - Numbering error: Q13-18 (not 13, 13-17)

Page 380 - Q1 should be Q14.

Page 338 is activity 75 (not 76)

Page 396 is Activity 95 (not 195)

These errata apply only to the Teacher's Edition.

First printing only (Printlink Wellington New Zealand)

Page 13 (Activity 5) - EXPLORE: Population density varies

Page 74 - Bottom row of table should read: Energy of frass from 1 larva

Page 155 - EXPLAIN: Common ancestry
The answer for question 16 does not agree with the sequence data provided. Corrected answer below in full. Corrected section in bold. Please note, in the second edition of The Living Earth we have provided further sequence data (same gene) that more clearly shows gorillas and chimpanzees to be more closely related than either is to macaques.

From the photos we can see that the gorilla and chimpanzee both walk using the knuckles on the forelimbs. The macaque walks using the flat of the hand. We can also see the gorilla and chimpanzee are both tailless whereas the macaque is not. These two aspects of their biology indicate that chimpanzees and gorillas are more closely related to each other than to macaques. The FLNA DNA sequence data show that the macaque and chimpanzee each have one base difference from the gorilla, so with this short sequence, we cannot make any claims about relatedness of these three species. We would have to see more of the gene sequence to obtain more information.

Page 324 - Q11 (no part (a))

Page 380 - Q14 (not Q1)

Page 393 - (Fractions and ratios) - Q 2 (b) Answer should read 14/15