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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM
Revision Date: July 2016
Submitted by: Deanna Samburg
Biology A.P.
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Table of Contents
Topic Page
Course Overview
Curriculum Resources
Next Generation Science Standards for High School
NJ Core Curriculum Standards Overview
English Language Arts Common Core Standards
for Science and Technical Subjects, Grades 9-10
Mathematics Common Core Standards for High School
21st Century Skills and Themes
Scope and Sequence
Unit 1: Emergence of Organic Molecules
Unit 2: Membranes & Proteins
Unit 3: Energy Processing
Unit 4: Cells
Unit 5: Gene Expression
Unit 6: Cell Cycle
Unit 7: Heredity
Unit 8: Evolution & Classification
Unit 9: Ecology
Next Generation Science Standards Overview:
Student Learning Objectives, Activities, Resources
3
4
7
10
12
15
20
21
22
25
27
29
31
33
34
37
40
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COURSE OVERVIEW
50 – A.P. BIOLOGY 6 credits – Grades: 11-12
Prerequisite: Biology Honors and Chemistry Honors
Pre/Co-requisite: Physics Honors
5 class periods & 1 lab period/week
AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics:
evolution, cellular processes — energy and communication, genetics, information transfer, ecology, and interactions.
LABORATORY REQUIREMENT
This course requires that 25 percent of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students with
opportunities to apply the science practices.
AP Biology Course Content The course is based on four Big Ideas, which encompass core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about
living organisms and biological systems.
The following are Big Ideas:
• The process of evolution explains the diversity and unity of life.
• Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.
• Living systems store, retrieve, transmit, and respond to information essential to life processes.
• Biological systems interact, and these systems and their interactions possess complex properties.
Science Practices Students establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. Focusing on these disciplinary practices enables
teachers to use the principles of scientific inquiry to promote a more engaging and rigorous experience for AP Biology students. Such practices require that students:
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• Use representations and models to communicate scientific phenomena and solve scientific problems;
• Use mathematics appropriately;
• Engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course;
• Plan and implement data collection strategies in relation to a particular scientific question;
• Perform data analysis and evaluation of evidence;
• Work with scientific explanations and theories; and
• Connect and relate knowledge across various scales, concepts, and representations in and across domains.
Inquiry-Based Investigations Twenty-five percent of instructional time is devoted to hands-on laboratory work with an emphasis on inquiry-based investigations. Investigations require students to ask questions, make
observations and predictions, design experiments, analyze data, and construct arguments in a collaborative setting, where they direct and monitor their progress.
Curriculum Resources
Books
o A.P. Biology, 5th Edition
Publisher: Barron’s Educational Services
Copyright: 2015
Authors: Goldberg, Deborah T.
o A.P. Biology 1
Publisher: Biozone International Ltd.
Copyright: 2012
Authors: Allan, Richard
o A.P. Biology 2
Publisher: Biozone International Ltd.
Copyright: 2012
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Authors: Allan, Richard
o Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9-12
Publisher: NSTA Press
Copyright: 2014
Authors: Sampson
o Biology, 9th Edition
Publisher: Prentice Hall/Pearson Education
Copyright: 2011
Author: Campbell, Neil A., and Reece, Jane B.
o Biology in Focus
Publisher: Prentice Hall/Pearson Education
Copyright: 2017
Author: Urry, L.A. et al
o Hard-to-Teach Biology Concepts, Revised 2nd Edition: Designing Instruction Aligned to the NGSS
Publisher: NSTA Press
Copyright: 2014
Authors: Koba and Tweed
o POGIL Activities for A.P. Biology
Publisher: HSPI- The POGIL Project and Flinn Scientific
Copyright: 2012
Author: Trout, Laura
o Prentice Hall Biology
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Publisher: Prentice Hall/Pearson Education
Copyright: 2006
Authors: Miller and Levine
Websites
o Biology Corner; www.biologycorner.com
o Center for Teaching and Learning; http://www.njctl.org/courses/science/biology/
o CK12 Foundation Biology Course Materials; http://www.ck12.org/biology/
o Concord Consortium; http://concord.org/ngss/
o Defined STEM; http://www.definedstem.com/
o Jefferson Labs; http://education.jlab.org/indexpages/teachers.html
o National Center for Case Study Teaching in Science; http://sciencecases.lib.buffalo.edu/cs/
o Next Generation Science Standards (NGSS); http://www.nextgenscience.org/next-generation-science-standards
o Next Generation Science Standards Evidence Statements; http://www.nextgenscience.org/sites/ngss/files/HSLS1EvidenceStatements060215.pdf
o NJ Department of Education Model Curriculum for Biology; http://www.state.nj.us/education/modelcurriculum/sci/bio.shtml
o The NSTA Quick-Reference Guide to the NGSS, High School; Willard, Ted; 2015 Open Ed; https://www.opened.com/
o Serendip; http://serendip.brynmawr.edu/exchange/bioactivities/NGSS
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Next Generation Science Standards
The Next Generation Science Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.
The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American
students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
The Burlington City High School Science Department has adopted and implemented the Next Generation Science Standards as the cornerstone of the curriculum. Areas of study within the
Science Department are designed to be rigorous, college-preparatory courses in which students will be exposed to a variety of nonfiction texts, science processing, laboratory skills along
with communication and presentation skills.
HS-ESS3: Earth and Human Activity
● HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human
activity.
●
● HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
● HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and
associated future impacts to Earth systems.
● HS-ESS3-6: Use a computational representation to illustrate the relationship among Earth systems and how those relationships are being modified due to human activity
HS-ETS1: Engineering Design
● HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
● HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
● HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety,
reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
● HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within
and between systems relevant to the problem.
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HS-LS1: From Molecules to Organisms: Structures and Processes
● HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life
through systems of specialized cells
● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms
● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
● HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
● HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
● HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino
acids and/or other large carbon-based molecules.
● HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new
compounds are formed resulting in a net transfer of energy.
HS-LS2: Ecosystems: Interactions, Energy, and Dynamics
● HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
● HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different
scales.
● HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
● HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem
● HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere
● HS-LS2-6 - Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable
conditions, but changing conditions may result in a new ecosystem
● HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
● HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
HS-LS3: Heredity: Inheritance and Variation of Traits
● HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring
● HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring
during replication, and/or (3) mutations caused by environmental factors
● HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population
HS-LS4: Biological Evolution: Unity and Diversity
● HS-LS4-1 - Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence
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● HS- LS4-2 - Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the
heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that
are better able to survive and reproduce in the environment
● HS-LS4-3 - Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms
lacking this trait.
● HS-LS4-4 - Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
● HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the
emergence of new species over time, and (3) the extinction of other species.
● HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
Practices of Science and Engineering:
● Asking questions (for science) and defining problems (for engineering)
● Developing and using models
● Planning and carrying out investigations
● Analyzing and interpreting data
● Using mathematics and computational thinking
● Constructing explanations (for science) and designing solutions (for engineering)
● Engaging in argument from evidence
● Obtaining, evaluating, and communicating information
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New Jersey Core Curriculum Standards Overview:
1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.
2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle.
2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these
concepts to support a healthy, active lifestyle.
6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as
productive citizens in local, national, and global communities.
6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the
21st century.
6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working
collaboratively to address challenges that are inherent in living in an interconnected world.
7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written
language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make
connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
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9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both
global citizens and workers in diverse ethnic and organizational cultures.
9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to
navigate the globally competitive work environment of the information age.
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Common Core State Standards for Reading Standards for Literacy in
Science and Technical Subjects 9–10 (RST)
Key Ideas and Details:
CCSS.ELA-Literacy.RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the
text.
CCSS.ELA-Literacy.RST.9-10.3
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions
defined in the text.
Craft and Structure:
CCSS.ELA-Literacy.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts
and topics.
CCSS.ELA-Literacy.RST.9-10.5
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-Literacy.RST.9-10.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RST.9-10.7
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically
(e.g., in an equation) into words.
CCSS.ELA-Literacy.RST.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
CCSS.ELA-Literacy.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous
explanations or accounts.
Range of Reading and Level of Text Complexity:
CCSS.ELA-Literacy.RST.9-10.10
By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
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Common Core State Content Standards for Writing Standards for Literacy
In History/Social Studies, Science, and Technical Subjects 9-10
Text Types and Purposes:
CCSS.ELA-Literacy.WHST.9-10.1
Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1.a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s),
counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1.b
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-
appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1.c
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.9-10.1.d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.1.e
Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2.a
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.WHST.9-10.2.b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's
knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2.c
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2.d
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of
likely readers.
CCSS.ELA-Literacy.WHST.9-10.2.e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
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CCSS.ELA-Literacy.WHST.9-10.2.f
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
CCSS.ELA-Literacy.WHST.9-10.3
(See note; not applicable as a separate requirement)
Production and Distribution of Writing:
CCSS.ELA-Literacy.WHST.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
CCSS.ELA-Literacy.WHST.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information
and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.WHST.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing:
CCSS.ELA-Literacy.WHST.9-10.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
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Common Core Standards for Mathematics for High School
CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. (HS-PS1-5), (HS-PS1-7)
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving
quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their
own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols
involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just
how to compute them; and knowing and flexibly using different properties of operations and objects.
. CCSS.Math.Practice.MP4 Model with mathematics. (HS-PS1-4), (HS-PS1-8)
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as
writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high
school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can
apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify
important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships
mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the
model if it has not served its purpose.
High School: Number and Quantity » Quantities*
Reason quantitatively and use units to solve problems.
CCSS.Math.Content.HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays.
CCSS.Math.Content.HSN.Q.A.2
Define appropriate quantities for the purpose of descriptive modeling.
CCSS.Math.Content.HSN.Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
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High School: Number and Quantity » The Complex Number System
Perform arithmetic operations with complex numbers.
CCSS.Math.Content.HSN.CN.A.1
Know there is a complex number i such that i2 = -1, and every complex number has the form a + bi with a and b real.
CCSS.Math.Content.HSN.CN.A.2
Use the relation i2 = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
CCSS.Math.Content.HSN.CN.A.3
(+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.
Represent complex numbers and their operations on the complex plane.
CCSS.Math.Content.HSN.CN.B.4
(+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a
given complex number represent the same number.
CCSS.Math.Content.HSN.CN.B.5
(+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation.
For example, (-1 + √3 i)3 = 8 because (-1 + √3 i) has modulus 2 and argument 120°.
CCSS.Math.Content.HSN.CN.B.6
(+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.
Use complex numbers in polynomial identities and equations.
CCSS.Math.Content.HSN.CN.C.7
Solve quadratic equations with real coefficients that have complex solutions.
CCSS.Math.Content.HSN.CN.C.8
(+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x - 2i).
CCSS.Math.Content.HSN.CN.C.9
(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
High School: Algebra » Seeing Structure in Expressions
Interpret the structure of expressions.
CCSS.Math.Content.HSA.SSE.A.1
Interpret expressions that represent a quantity in terms of its context.*
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CCSS.Math.Content.HSA.SSE.A.1.a
Interpret parts of an expression, such as terms, factors, and coefficients.
CCSS.Math.Content.HSA.SSE.A.1.b
Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.
CCSS.Math.Content.HSA.SSE.A.2
Use the structure of an expression to identify ways to rewrite it. For example, see x4 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 -
y2)(x2 + y2).
Write expressions in equivalent forms to solve problems.
CCSS.Math.Content.HSA.SSE.B.3
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.*
CCSS.Math.Content.HSA.SSE.B.3.a
Factor a quadratic expression to reveal the zeros of the function it defines.
CCSS.Math.Content.HSA.SSE.B.3.b
Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
CCSS.Math.Content.HSA.SSE.B.3.c
Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the
approximate equivalent monthly interest rate if the annual rate is 15%.
CCSS.Math.Content.HSA.SSE.B.4
Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.
High School: Functions » Interpreting Functions
Understand the concept of a function and use function notation.
CCSS.Math.Content.HSF.IF.A.1
Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function
and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
CCSS.Math.Content.HSF.IF.A.2
Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
CCSS.Math.Content.HSF.IF.A.3
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0)
= f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
Interpret functions that arise in applications in terms of the context.
CCSS.Math.Content.HSF.IF.B.4
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given
Page 18 of 66
a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and
minimums; symmetries; end behavior; and periodicity.*
CCSS.Math.Content.HSF.IF.B.5
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it
takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*
CCSS.Math.Content.HSF.IF.B.6
Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.*
Analyze functions using different representations.
CCSS.Math.Content.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*
CCSS.Math.Content.HSF.IF.C.7.a
Graph linear and quadratic functions and show intercepts, maxima, and minima.
CCSS.Math.Content.HSF.IF.C.7.b
Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
CCSS.Math.Content.HSF.IF.C.7.c
Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
CCSS.Math.Content.HSF.IF.C.7.d
(+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
CCSS.Math.Content.HSF.IF.C.7.e
Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
CCSS.Math.Content.HSF.IF.C.8
Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
CCSS.Math.Content.HSF.IF.C.8.a
Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
CCSS.Math.Content.HSF.IF.C.8.b
Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)ᵗ, y = (0.97)ᵗ, y =
(1.01)12ᵗ, y = (1.2)ᵗ/10, and classify them as representing exponential growth or decay.
CCSS.Math.Content.HSF.IF.C.9
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of
one quadratic function and an algebraic expression for another, say which has the larger maximum.
Page 19 of 66
High School: Functions » Building Functions
Build a function that models a relationship between two quantities.
CCSS.Math.Content.HSF.BF.A.1
Write a function that describes a relationship between two quantities.*
CCSS.Math.Content.HSF.BF.A.1.a
Determine an explicit expression, a recursive process, or steps for calculation from a context.
CCSS.Math.Content.HSF.BF.A.1.b
Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a
decaying exponential, and relate these functions to the model.
CCSS.Math.Content.HSF.BF.A.1.c
(+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then
T(h(t)) is the temperature at the location of the weather balloon as a function of time.
CCSS.Math.Content.HSF.BF.A.2
Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.*
Build new functions from existing functions.
CCSS.Math.Content.HSF.BF.B.3
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs.
Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic
expressions for them.
CCSS.Math.Content.HSF.BF.B.4
Find inverse functions.
CCSS.Math.Content.HSF.BF.B.4.a
Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x-1) for x ≠ 1.
CCSS.Math.Content.HSF.BF.B.4.b
(+) Verify by composition that one function is the inverse of another.
CCSS.Math.Content.HSF.BF.B.4.c
(+) Read values of an inverse function from a graph or a table, given that the function has an inverse.
CCSS.Math.Content.HSF.BF.B.4.d
(+) Produce an invertible function from a non-invertible function by restricting the domain.
CCSS.Math.Content.HSF.BF.B.5
(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
Page 20 of 66
Integration of 21st century themes and skills in this curriculum include:
Lessons, where appropriate, incorporate multiple perspectives to infuse cultural and global awareness.
Learning incorporates skills focusing on financial, economic, business, and entrepreneurial literacy.
Lessons integrate a focus on civic literacy so that students can better understand the rights and obligations of citizenship.
Learning advocates for health literacy as a critical component of a healthy lifestyle and the ability to make good health-related decisions.
Students explore areas that support environmental literacy, including society’s impact on the environment and what can be done to support environmental solutions.
Lessons, activities, and assessments require creativity and innovation on the part of the students. They are required to create projects and products as examples of mastery in each
unit.
Critical thinking and problem solving skills are a core component of learning and assessment throughout this curriculum. Students are required, in each unit, to advance their
learning through all levels of Bloom’s Taxonomy to address the evaluation, synthesis, and creation of products using learning at the highest levels. Problem-solving is a recurring
theme in the curriculum as students must seek ways to creatively apply the concepts to solve problems rather than simply remember the material.
Communication and collaboration is crucial for student success as learners. Throughout this curriculum, students must be able to communicate deep understanding through open
ended responses (both orally and in writing). In addition, students are often required to work collaboratively with their peers, which promotes the ability to succeed in the area of
social cooperative work, increases communication skills, and promotes leadership and responsibility.
Students must be information literate, i.e. they must be able to find and use information effectively, in order to succeed in class as learning activities require independent research
of relevant information outside of the provided textbook and/or resources.
Learning and assessment activities support the push to make students media literate, as they are often required to analyze, evaluate, and create messages in a wide variety of media
modes, genres, and formats.
In order to succeed in this course, students must be able to use technology as a tool in order to research, organize, evaluate, and communicate information.
Activities in the curriculum help develop life and career skills in all students by promoting flexibility and adaptability, requiring initiative and self-direction in the learning
process, supporting social and cross-cultural skills in both content and teamwork efforts, and measuring productivity and accountability through independent and group assignment
completion.
Page 21 of 66
Scope and Sequence
Unit Description
Standards Pacing Benchmarking Interdisciplinary Activities
Unit 1: Emergence of Organic Molecules
Pose scientific questions that correctly
identify essential properties of shared, core
life processes that provide insights into the
history of life on Earth.
Describe specific examples of conserved core
biological processes and features shared by all
domains of life, and how these shared,
conserved core processes and features support
the concept of common ancestry for all
organisms.
Justify the scientific claim that organisms
share many conserved core processes and
features that evolved and are widely
distributed among organisms today.
Describe and explain why revisions of the
hypotheses of life’s origins on Earth were
made.
Evaluate the accuracy and legitimacy of data
to answer scientific questions about the origin
of life on Earth.
Defend the selection of geological, physical,
and chemical data that reveal early Earth
conditions.
Explain the connection between the sequence
and the subcomponents of biological
polymers and its properties.
Essential Questions:
College Board AP
Curriculum Framework
Articulation:
EK 1.B.1
EK 1.D.1-2
EK 4.A.1
NGSS:
Performance Expectations:
HS-ESS1-2, 3 & 6
HS-ESS2-7
HS-LS1-1 & 6
HS-LS2-3
HS-PS1-3
Disciplinary Core Ideas:
LS1.A
LS4.A
PS1.A
Science and Engineering
Practices: 1, 4, 6 & 7
Crosscutting Concepts:
Structure and
function
Matter and energy
Systems and system
models in
organisms
13 days
Diagnostic: Unit Pre-Test
Journal writing (warm-up)
K-W-L
Formative: SMART Response Questions
imbedded in presentations
Process Oriented Guided-Inquiry
Learning (POGIL)
o Biochemistry Basics
o Free Energy
Case Study:
o Nanobacteria: Are They
Alive?" https://docs.google.com
/document/d/1sXetBUgt7tumJk
dA9TikN9p46MSSIMqKlD_hS
6LHVFk/edit?pref=2&pli=1
o Emergent Behavior Observed in
Biofilms
https://drive.google.com/file/d/0
Bx72aSXCBO09RGh6dW4yb
m8yT2s/view
o How Wood Alcohol Poisonings
Advanced Toxicology
https://www.biologycorner.com
/worksheets/articles/wood_alco
hol.html
Literacy Tasks: Close read
informational text, annotate,
evaluate, and summarize.
Career Education
Formulate an action plan that explores the
requirements involved in their science
career choices.
Health/PE
Discuss the impact of not following lab
safety protocols on health and safety.
English Language Arts & Literacy
Article Review: “Universe as an Infant:
Fatter Than Expected and Kind of
Lumpy” by Dennis Overbye
http://www.nytimes.com/2013/03/22/sci
ence/space/planck-satellite-shows-
image-of-infant-
universe.html?ref=space
Article Review: “It’s Alive! It’s Alive!
Maybe Right Here on Earth” by Dennis
Overbye
http://www.nytimes.com/2011/07/28/sci
ence/28life.html
Article Review: The Origins of Life” by
Helen Fields
http://www.smithsonianmag.com/scienc
e-nature/The-Origins-of-Life.html
Math
Using collected data create and analyze a
bar graph. Interpret patterns found in data
Page 22 of 66
Why is carbon essential in the formation of
organic molecules?
What are the shared characteristics of all
living things?
What evidence is there today for the
formation of life on earth?
How did our universe form?
What is the origin of organic molecules on
Earth?
What are the shared characteristics of all
living things?
Enduring Understandings:
Organisms share many conserved core
processes and features that evolved and are
widely distributed among organisms today
There are several hypotheses about the natural
origin of life on Earth, each with supporting
scientific evidence.
The subcomponents of biological molecules
and their sequence determine the properties of
that molecule.
NJCCCS:
1.1.8.D.1
2.1.8.D.1 & 2
6.2.8.D.4.j
7.1.A.1
8.1.8.A.1-5
8.1.8.E.1
9.1.8.A.1
9.1.8.B.1-2
Common Core State
Standards Connections:
ELA/Literacy
RST.11-12.1
WHST.9-12.2 & 7
WHST.11-12.8-9
SL.11-12.5
Mathematics
MP.4
HSF-IF.C.7
HSF-BF.A.1
Activity:
o Origin of Life
o Structure & Function
o Experimental Design
Summative: Early Earth Quiz
Organic Compounds Quiz
Unit Test
and compare and contrast data of
experimental design activity.
History/Social Studies
Research the impact of biochemistry on
today’s health care throughout the world.
Technical Subjects
Utilize spreadsheets and graphing software
programs to examine the data collected
from lab investigations.
World Languages
Evaluate the use of Latin and Greek
prefixes, suffixes and roots to decipher
challenging scientific terms.
Visual & Performing Arts
Create a graphic organizer featuring the
relationships among living things and their
organic molecules.
Unit Description
Standards Pacing Benchmarking Interdisciplinary Activities
Unit 2: Membranes & Proteins
Calculate surface area-to-volume ratios to predict and explain how cell size
and shape affect the rate of movement across a semi-permeable membrane.
Justify the selection of data regarding the types of molecules that will take
up building blocks and then excrete waste products.
Represent graphically or model quantitatively the exchange of molecules
between an organism and its environment, and the subsequent use of these
College Board AP
Curriculum
Framework
Articulation:
EK 2.A.3
EK 2.B.1-2
EK 2.C.1
24 days Diagnostic:
Journal writing (warm-
up)
Vocabulary Concept
Mapping
Formative:
Career Education
Research the job requirements
of Nuclear Medicine
professions.
https://docs.google.com/docum
ent/d/1G07UFAEkdvlIMSkfLi6
Page 23 of 66
molecules to build new molecules that facilitate dynamic homeostasis,
growth, and reproduction.
Pose scientific questions about the properties of cell membranes and
selective permeability based on molecular structure.
Construct models that connect the movement of molecules across
membranes with membrane structure and function.
Use representations and models to analyze situations or solve problems
qualitatively and quantitatively to investigate whether dynamic homeostasis
is maintained by the active movement of molecules across membranes.
Justify a claim made about the effect(s) on a biological system at the
molecular, physiological, or organismal level when given a scenario in
which one or more components within a negative regulatory system is
altered.
Connect how organisms use negative feedback to maintain their internal
environments.
Evaluate data that show the effect(s) of changes in concentration of key
molecules on negative feedback mechanisms.
Predict how organisms use negative feedback mechanisms to maintain their
internal environments.
Make predictions about how positive feedback mechanisms amplify
activities and processes in organisms based on scientific theories and
models.
Refine scientific models and questions about the effect of complex biotic and
abiotic interactions on all biological systems, from cells and organisms to
populations, communities and ecosystems.
Design a plan for collecting data to show that all biological systems are
affected by complex biotic and abiotic interactions.
Analyze data to identify possible patterns and relationships between a biotic
or abiotic factor and a biological system.
Explain how signal pathways mediate gene expression, including how this
process can affect protein production.
Use representations to describe mechanism of the regulation of gene
expression.
Describe basic chemical processes for cell communication shared across
evolutionary lines of descent.
EK 2.D.1
EK 3.B.2
EK 3.D.1-4
EK 3.E.2
EK 4.B.1
NGSS
Performance
Expectations:
HS-LS1-1 & 2
HS-LS1-5-7
HS-LS2-3- 5
HS-PS2-6
Disciplinary Core Ideas:
LS1.C
Science and Engineering
Practices: 2, 3 & 6
Crosscutting Concepts:
Systems and system
models
Structure and
function
Stability and change
NJCCCS:
1.1.8.D.1
2.1.8.D.1
2.1.8.D.2
5.3.12.A.6
5.3.12.E.2
SMART Response
Questions imbedded in
presentations
Change it Up Activity
POGIL
o Protein Structure
o Membrane Structure
Labs
o Diffusion &
Osmosis
o Enzymatic
Activity
Literacy Task: Read,
annotate, evaluate, and
summarize
Summative:
Membranes Quiz
Lab #4 Quiz
Transport Proteins
Quiz
Signaling & Enzymatic
Proteins Quiz
Lab #13 Quiz
Unit Test
biBSeGS4P3y2iGNZXooT7x_s
/edit
Health/PE
Examine the importance of the
sodium-potassium pump to
overall human health.
English Language Arts &
Literacy
Article Review: “Researcher
Find Shared Motif in
Membrane Transport
Proteins Found in Plants,
Bacteria”
http://phys.org/news163172
312.html.
Article Review: “Cell
Communication: The Inside
Story” by John D. Scott and
Tony Pawson http://ppi.fli-
leibniz.de/PPI_PDF_free/sc
ott_pawson_SCIENTIFIC_
AMERICAN_2000.pdf
Article Review: “Normal
Regulation of Blood
Glucose” by James Norman
MD, FACS, and FACE
http://www.endocrineweb.c
om/conditions/diabetes/nor
mal-regulation-blood-
glucose
Article Review: “Diabetes:
What is Insulin” by James
Norman MD, FACS, FACE
Page 24 of 66
Generate scientific questions involving cell communication as it relates to
the process of evolution.
Use representation(s) and appropriate models to describe features of a cell
signaling pathway.
Construct a model to explain cell communication through direct contact or
chemical signaling.
Justify claims based on scientific evidence that changes in signal
transduction pathways can alter cellular responses.
Generate an explanation of how certain drugs affect signal reception and,
consequently, signal transduction pathways.
Build a visual representation of complex nervous systems to describe/explain
how these systems detect external and internal signals, transmit and integrate
information, and produce responses.
Analyze data to identify how molecular interactions affect structure and
function.
Essential Questions:
How is the cell membrane structured?
What role to proteins play in an organism?
How do cell acquire nutrients and rid themselves of waste?
How do cells communicate with one -another?
How are cell activities controlled?
Enduring Understandings:
Pyruvate, NADH and ATP are produced from glycolysis.
Glycolysis leads to either fermentation (anaerobic) or aerobic respiration.
Ethanol and lactic acid are the products of fermentation.
Photosynthesis is the conversion of CO2 and H20 into a 3-carbon sugar and
O2 using light energy.
In photosynthesis, one turn of the Calvin cycle produces one 3-carbon simple
sugar.
6.2.8.D.4.j
7.1.A.1
8.1.8.A.1-5
8.1.8.E.1
9.1.8.A.1
9.1.8.B.1-2
9.1.8.F.2
Common Core State
Standards
Connections:
ELA/Literacy
RST.11-12.1
WHST.9-12.2
WHST.9-12.5
WHST.9-12. 9
SL.11-12.5
Mathematics
MP.2 & 4
HSN.Q.A.1-3
http://www.endocrineweb.c
om/conditions/diabetes/diab
etes-what-insulin
Math
Collect and graph data to
evaluate enzymatic activity.
Create a graph illustrating data
and analyze trends. Extrapolate
data to predict future trends.
History/Social Studies
Discuss the economic impact of
disease on our global economy.
Technical Subjects
Use computer analysis to graph,
model and present lab activities.
World Languages
Examine the need for clear
language when communicating
scientific information across
various languages.
Visual & Performing Arts
Create a membrane board game
depicting its function and how
factors can interfere in its
efficiency.
Page 25 of 66
Unit Description Standards Pacing
Benchmarking Interdisciplinary
Activities
Unit 3: Energy Processing
Explain how biological systems use free energy based on empirical data that all organisms
require constant energy input to maintain organization, to grow and to reproduce.
Justify a scientific claim that free energy is required for living systems to maintain organization,
to grow or to reproduce, but that multiple strategies exist in different living systems.
Predict how changes in free energy availability affect organisms, populations and ecosystems.
Use representations to pose scientific questions about what mechanisms and structural features
allow organisms to capture, store and use free energy.
Construct explanations of the mechanisms and structural features of cells that allow organisms to
capture, store or use free energy
Explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste
elimination.
Justify the selection of data regarding the types of molecules that an animal, plant, or bacterium
will take up as necessary building blocks and excrete as waste products.
Represent graphically or model quantitatively the exchange of molecules between an organism
and its environment, and the subsequent use of these molecules to build new molecules that
facilitate dynamic homeostasis, growth, and reproduction.
Explain how internal membranes and organelles contribute to cell functions.
Design a plan for collecting data to show that all biological systems are affected by complex
biotic and abiotic interactions.
Construct explanations based on scientific evidence that homeostatic mechanisms reflect
continuity due to common ancestry and/or divergence due to adaptation in different
environments.
Design a plan for collecting data to support the scientific claim that timing and coordination of
physiological events involve regulation.
Justify scientific claims with evidence that timing and coordination of physiological events
involve regulation.
Connect concepts that describe mechanisms that regulate the timing and coordination of
physiological events.
Construct explanations based on scientific evidence as to how interactions of subcellular
structures provide essential functions.
Use representations and models to analyze situations qualitatively to describe how interactions of
subcellular structures, which possess specialized functions, provide essential functions.
AP Curriculum
Framework
Articulation:
EK 2.A.1-3
EK 2.B.3
EK 2.D.1-3
EK 2.E.2-3
EK 4.A.2 & 4
& 6
EK 4.B.2
NGSS
Performance
Expectations:
HS-LS1-1, 4, 5
& 7
HS-LS2-3 & 4
HS-PS3-2
Disciplinary Core
Ideas:
LS1.A
LS2.C
PS3.A & B & D
Science and
Engineering Practices:
5, 6 & 7
Crosscutting
Concepts:
Cause and
Effect
22 days
Diagnostic:
Unit Pre-Test
Journal writing
(warm-up)
K-W-L
Formative:
SMART Response
Questions imbedded
in presentations
Labs:
o Bioluminescence
Activity
o Photosynthesis
Lab
o Transpiration Lab
o Cellular
Respiration Lab
POGIL
o Feedback
Mechanisms
o Control of Blood
Sugar Levels
Literacy Task: Read,
annotate, evaluate,
and summarize
Summative:
Lab #5 Quiz
Career Education
Examine careers in
nutrition.
Health/PE
Examine the
phenomenon of
health issues related
to energy
processing.
English Language
Arts & Literacy
Create a formal lab
report to accurately
communicate
experimental
design, data
analysis and
conclusions.
Math
Evaluate
experimental data
using statistics.
History/Social
Studies
Research how
cultural differences
impact species
nutritional intake
among various
countries
Page 26 of 66
Evaluate scientific questions concerning organisms that exhibit complex properties due to the
interaction of their constituent parts.
Predict the effects of a change in a component(s) of biological system on the functionality of an
organism(s).
Refine representations and models to illustrate biocomplexity due to interactions of the
constituent parts.
Apply mathematical routines to quantities that describe interactions among living systems and
their environment, which result in the movement of matter and energy.
Use visual representations to analyze situations or solve problems qualitatively to illustrate how
interactions among living systems and with their environment result in the movement of matter
and energy
Predict the effects of a change of matter or energy availability on communities.
Analyze data to identify how molecular interactions affect structure and function.
Use representations and models to analyze how cooperative interactions within organisms
promote efficiency in the use of energy and matter.
Essential Questions:
How is photon energy computed and what factors are included in this equation?
What are the components of an ATP molecule and how is it used to generate energy?
Compare and contrast the light and dark reactions in photosynthesis.
Detail the three stages of aerobic respiration.
How does a closed circulatory system differ from an open circulatory system?
Enduring Understandings:
All living systems require constant input of free energy.
Organisms capture and store free energy for use in biological processes.
Organisms must exchange matter with the environment to grow, reproduce, and maintain
organization.
Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.
All biological systems from cells and organisms to populations, communities, and ecosystems are
affected by complex biotic and abiotic interactions involving exchange of matter and free energy.
Homeostatic mechanisms reflect both common ancestry and divergence due to adaptations in
different environments.
Biological systems are affected by disruptions to their dynamic homeostasis.
Scale,
Proportion and
Quantity
Stability and
Change
NJCCCS:
1.1.8.D.1
2.1.8.D.1
2.1.8.D.2
5.3.12.A.2
6.2.8.D.4.j
7.1.A.1
8.1.8.A.1-5
8.1.8.E.1
9.1.8.A.1
9.1.8.B.1-2
9.1.8.F.2
Common Core State
Standards
Connections:
ELA/Literacy
RST.9-10.8
RST.11-12.1
RST.11-12.7
RST.11-12.8
WHST.9-12.2
WHST.9-12.5
WHST.9-12.7
Mathematics
MP.2
Lab #11 Quiz
Photosynthesis Quiz
Lab #6 Quiz
Cellular Respiration
Quiz
Unit Test
throughout the
world.
Technical Subjects
Use computer
research to track
nutritional
efficiency.
World Languages
Examine the
influence of Latin
and Greek
languages on
scientific terms.
Visual &
Performing Arts Create a drawing to
represent the
relationships
between abiotic and
biotic factors in our
local ecosystem.
Page 27 of 66
Timing and coordination of behavior are regulated by various mechanisms and are important in
natural selection.
The structure and function of subcellular components, and their interactions, provide essential
cellular processes.
Organisms exhibit complex properties due to interactions between their constituent parts.
Interactions among living systems and with their environments result in the movement of matter
and energy.
Cooperative interactions within organisms promote efficiency in the use of energy and matter.
MP.4
HSN.Q.A.1
HSN.Q.A.2
HSN.Q.A.3
HSS-ID.A.1
HSS-IC.A.1
HSS-IC.B.6
Unit Description Standards Pacing
Benchmarking Interdisciplinary
Activities
Unit 4: Cells
Explain how internal membranes and organelles contribute to cell
functions.
Use representations and models to describe differences in prokaryotic
and eukaryotic cells
Use representations or models to analyze quantitatively and
qualitatively the effects of disruptions to dynamic homeostasis in
biological systems.
Create representations and models to describe immune responses.
Create representations or models to describe nonspecific immune
defenses in plants and animals.
Describe the role of programmed cell death in development and
differentiation, the reuse of molecules, and the maintenance of dynamic
homeostasis.
Construct scientific explanations that use the structures and mechanisms
of DNA and RNA to support the claim that DNA and, in some cases,
that RNA are the primary sources of heritable information.
Describe representations and models illustrating how genetic
information is translated into polypeptides.
Justify the claim that humans can manipulate heritable information by
identifying at least two commonly used technologies.
AP Curriculum
Framework
Articulation:
EK 2.B.3
EK 2.D.3-4
EK 2.E.1
EK 3.A.1
EK 3.C.2-3
EK 4.A.2
EK 4.B.2
NGSS
Performance
Expectations:
HS-LS1-1
HS-LS1-4
HS-LS3-1-3
Disciplinary Core
Ideas:
16 days
Diagnostic:
Unit Pre-Test
Vocabulary Concept Mapping
Formative:
SMART Response Questions
embedded in presentations
o Prokaryotes
o Eukaryotes
Endomembrane System
Plant and Animal Difference
o Viruses – Life Cycle & Types
o Cellular Defenses
Restriction Enzymes
Animal Immune Response
Plant Immune Response
POGIL
o Membrane Function
o Enzymes and Cellular
Regulation
o Neuron Structure and Function
o Immunity
Labs:
Career Education –
Research and create an
employment brochure
regarding a career related
to cells
http://study.com/articles/C
areers_in_Cell_Research_
Job_Options_and_Educati
on_Requirements.html .
Health/PE – Research
and explain, in the context
of neurogenesis, why
nerve damage is so
difficult to treat.
English Language Arts
& Literacy – Using the
informational text, write a
narrative essay about how
the theory of inheritance
was developed. Read the
Page 28 of 66
Compare and contrast processes by genetic variation is produced and
maintained in organisms from multiple domains.
Construct an explanation of how viruses introduce genetic variation in
host organisms.
Use representations and appropriate models to describe how viral
replication introduces genetic variation in the viral population.
Make a prediction about the interactions of subcellular organelles.
Construct explanations based on scientific evidence as to how
interactions of subcellular structures provide essential functions.
Use representations and models to analyze situations qualitatively to
describe how interactions of subcellular structures, which possess
specialized functions, provide essential functions.
Use representations and models to analyze how cooperative interactions
within organisms promote efficiency in the use of energy and matter.
Essential Questions:
What is the function of each component of the cell?
What is the reproductive cycle of a virus?
How to cells defend themselves from invading pathogens?
Enduring Understandings:
Eukaryotic cells maintain internal membranes that partition the cell into
specialized regions.
Biological systems are affected by disruptions to their dynamic
homeostasis.
Plants and animals have a variety of chemical defenses against
infections that affect dynamic homeostasis.
Timing and coordination of specific events are necessary for the normal
development of an organism, and these events are regulated by a variety
of mechanisms.
DNA, and in some cases RNA, is the primary source of heritable
information.
Biological systems have multiple processes that increase genetic
variation.
LS3.A-B
Science and
Engineering Practices:
2, 3 & 6
Crosscutting
Concepts:
Structure and
function
Patterns
Cause and
effect
NJCCCS:
1.1.8.D.1
2.1.8.D.1
2.1.8.D.2
6.2.8.D.4
7.1.A.1
8.1.8.A.1-5
8.1.8.E.1
9.1.8.A.1
9.1.8.B.1-2
9.1.8.F.2
Common Core State
Standards
Connections:
ELA/Literacy
RST.11-12.1 & 9
WHST.9-12.1 & 5
Mathematics
o Cell Types
o Osmosis and Water Potential
o Complete Blood Count Activity
o Restriction Enzyme Analysis of
DNA Lab
Literacy Task: Read, annotate,
evaluate, and summarize
o What is Gaucher Disease?
https://docs.google.com/docume
nt/d/1toObMpxB--
1_k38YdKZzI2i-
6w17LsDJnFd65DZGmOI/edit
o What is the Relationship
Between the Cell Membrane and
Cystic Fibrosis?
https://www.biologycorner.com/
worksheets/case_study_cystic_fi
brosis.html
o Mitochondrial Disease
https://drive.google.com/file/d/0
Bx72aSXCBO09Qno3YVoyYX
pOM28/view
o Case Study: John Snow and the
Origin of Epidemiology
https://docs.google.com/docume
nt/d/1BYGcSlV4ufjg-
7dcKtPUYMD3O90fsBd44V-
9Lujn1xE/edit
o Cholera
https://docs.google.com/docume
nt/d/1MS9N_CNfSzDUGNpFSo
VnMs9XnK3cFh-
Gj3lwppIIZko/edit
o Bacteria Resistance
https://www.biologycorner.com/
following article “Are
Viruses Alive?” and
answer the questions that
follow.
http://www.scientificameri
can.com/article.cfm?id=ar
e-viruses-alive-2004
Math – Use statistical
models to explain and
support an argument for
the importance of
variation within
populations for survival
and evolution of a species.
History/Social Studies –
Research contributions of
genetic applications on
society in both the past
and present.
Technical Subjects –
Using computers,
investigate genetically
modified animals and
crops. Create a
presentation (PowerPoint,
Prezi) demonstrating your
research to the class.
World Languages –
Create a graphic organizer
depicting common
prefixes, suffixes and root
words of genetic terms.
Page 29 of 66
Viral replication results in genetic variation, and viral infection can
introduce genetic variation into hosts.
The structure and function of subcellular components, and their
interactions, provide essential cellular processes.
Cooperative interactions within organisms promote efficiency in the use
of energy and matter.
MP.2 & 4
HSN.Q.A.1-3
worksheets/case_study_bacteria_
resistance.html
Summative:
Prokaryotes & Eukaryotes Quiz
Virus Quiz
Lab #9 Quiz
Immune Response Quiz
Unit Test
Visual & Performing
Arts – Create a
photograph of a cell using
light microscopy.
Unit Description Standards Pacing
Benchmarking Interdisciplinary
Activities
Unit 5: Gene Expression
List the events that occur during the transcription of DNA into mRNA.
Describe the purpose of the removal of introns and addition of a methyl cap a poly-A tail in
the processing of pre-mRNA. By the end of this unit, students will be able to:
Explain the relationship among DNA, RNA codons and amino acids.
List and describe the events of translation.
Describe the advantages to an organism for having several codons for a specific amino acid.
Differentiate between genetic mutations.
Compare and contrast both positive and negative control mechanisms in repressible and
inducible operons.
Justify a claim made about the effect(s) on a biological system at the molecular,
physiological, or organismal level when given a scenario in which one or more components
within a negative regulatory system is altered.
Connect how organisms use negative feedback to maintain their internal environments.
Evaluate data that show the effect(s) of changes in concentration of key molecules on
negative feedback mechanisms.
Make predictions about how organisms use negative feedback mechanisms to maintain their
internal environments.
Make predictions about how positive feedback mechanisms amplify activities and processes
in organisms based on scientific theories and models.
Justify that positive feedback mechanisms amplify responses in organelles.
AP Curriculum
Framework
Articulation:
EK 2.C.1
EK 3.A.1
EK 3.B.1
EK 4.A.3
EK 4.C.2
NGSS
Performance
Expectations:
HS-LS1-1
HS-LS1-4
HS-LS3-1-3
Disciplinary Core
Ideas:
LS3.A-B
17 days
Diagnostic:
Unit Pre-Test
Vocabulary
Concept Mapping
Formative:
SMART Response
Questions
embedded in
presentations
o Discovery of
DNA
o Nucleic Acid
Structure
o Replication
o Prokaryotic
Gene
Expression -
Transcription
o Eukaryotic
Gene
Expression -
Translation
Career Education –
Research and create an
employment brochure
regarding a career related
to genetics.
Health/PE – Examine the
impact of excess sun
exposure on skin cancer
rate in humans.
English Language Arts
& Literacy – Using
informational text, write a
narrative essay about how
the theory of inheritance
was developed. Read from
a collection of articles
relating to gene
expression and
summarize.
Page 30 of 66
Construct scientific explanations that use the structures and mechanisms of DNA and RNA
to support the claim that DNA and, in some cases, that RNA are the primary sources of
heritable information.
Justify the selection of data from historical investigations that support the claim that DNA is
the source of heritable material.
Describe representation and models that illustrate how genetic information is copied for
transmission between generations.
Describe representations and models illustrating how genetic information is translated into
polypeptides.
Justify the claim that humans can manipulate heritable information by identifying at least
two commonly used technologies.
Predict how a change in a specific DNA or RNA sequence can result in changes in gene
expression.
Describe the connection between regulation of gene expression and observed differences
between different kinds of organisms.
Describe the connection between regulation of gene expression and observed difference
between individuals in a population.
Explain how regulation of gene expression is essential for the processes and structures that
support essential cell functions.
Use representations to describe how gene regulation influences cell products and functions.
Refine representations to illustrate how interactions between external stimuli and gene
expression result in specialization of cells, tissues, and organs.
Construct explanations of the influence of environmental factors on the phenotype of an
organism.
Predict the effects of a change in a environmental factor on the genotypic expression of a
phenotype.
Essential Questions:
What lead to the discovery of nucleic acids as the hereditary material of the cell?
How do cells insure all progeny have the same hereditary information?
How does the environment affect protein production in cells?
Enduring Understandings:
Science and
Engineering
Practices: 2, 3 & 6
Crosscutting
Concepts:
Structure and
function
Patterns
Cause and
effect
NJCCCS:
1.1.8.D.1
2.1.8.D.1
2.1.8.D.2
6.2.8.D.4
7.1.A.1
8.1.8.A.1-5
8.1.8.E.1
9.1.8.A.1
9.1.8.B.1-2
9.1.8.F.2
Common Core
State Standards
Connections: ELA/Literacy
RST.11-12.1 & 9
WHST.9-12.1 &
5
Mathematics
MP.2 & 4
HSN.Q.A.1-3
o Recombinant
DNA
POGIL
o Gene
Expression-
Transcription
o Gene
Expression-
Translation
o Genetic
Mutations
o Control of
Gene
Expression in
Prokaryotes
Labs:
o Signal
Transduction –
Ethylene
o Bacterial
Transformation
Summative: Discovery of DNA
Quiz
Replication &
Gene Expression
Quiz
Lab #8 Quiz
Unit Test
http://www.naturalnews.c
om/gene_expression.html
Math – Use statistical
models to explain and
support an argument for
the importance of
variation within
populations for survival
and evolution of a species.
History/Social Studies –
Research contributions of
genetic applications on
society in both the past
and present.
Technical Subjects –
Using computers,
investigate genetically
modified animals and
crops. Create a
presentation (PowerPoint,
Prezi) demonstrating your
research to the class.
World Languages –
Create a graphic organizer
depicting common
prefixes, suffixes and root
words of genetic terms.
Visual & Performing
Arts – Create a poster
illustrating the pedigree of
your family. Include how
Page 31 of 66
Organisms use feedback mechanisms to maintain their internal environments and respond to
external environmental changes.
Timing and coordination of specific events are necessary for normal development of an
organism, and these events are regulated by a variety of mechanisms.
DNA, and in some cases RNA, is the primary source of heritable information.
In eukaryotes, heritable information is passed to the next generation via processes that
include the cell cycle and mitosis or meiosis plus fertilization.
Gene regulation results in differential gene expression, leading to cell specialization.
Interactions between external stimuli and regulated gene expression result in specialization
of cells, tissues, and organs.
Environmental factors influence the expression of the genotype in an organism
changes in a trait pass
from one generation to the
next.
Unit Description Standards Pacing
Benchmarking Interdisciplinary Activities
Unit 6: Cell Cycle
Make predictions about how positive feedback mechanisms amplify activities and processes
in organisms based on scientific theories and models
Justify that positive feedback mechanisms amplify responses in organelles.
Connect concepts in and across domains to show that timing and coordination of specific
events are necessary for normal development in an organism and that these events are
regulated by multiple mechanisms
Use a graph or diagram to analyze situations or solve problems (quantitatively or
qualitatively) that involve timing and coordination of events necessary for normal
development in an organism.
Justify scientific claims with scientific evidence to show that timing and coordination of
several events are necessary for normal development in an organism and that these events
are regulated by multiple mechanisms.
Describe the role of programmed cell death in development and differentiation, the reuse of
molecules, and the maintenance of dynamic homeostasis.
Describe representation and models that illustrate how genetic information is copied for
transmission between generations.
Make predictions about natural phenomena occurring during the cell cycle.
Describe events that occur in the cell cycle.
AP Curriculum
Framework
Articulation:
EK 2.B.3
EK 2.D.3-4
EK 2.E.1
EK 3.A.1
EK 3.C.2-3
EK 4.A.2
EK 4.B.2
NGSS
Performance
Expectations:
HS-LS1-1
HS-LS1-4
HS-LS3-1-3
16 days
Diagnostic:
Unit Pre-Test
Vocabulary
Concept Mapping
Formative:
SMART
Response
Questions
embedded in
presentations
o Mitosis
o Cell Cycle
Control
o Meiosis
o Fertilization
o Development
POGIL
o Cell Cycle
Regulation
Career Education – Research
and create an employment
brochure regarding a career
related to cancer.
Health/PE – Examine the
impact of excess sun exposure
on skin cancer rate in humans.
English Language Arts &
Literacy – Using informational
text, write a narrative essay
about how the theory of
inheritance was developed.
Read the following article “Cell
Cycle and Cell Division” and
answer the questions that
follow.
Page 32 of 66
Construct an explanation, using visual representations or narratives, as to how DNA in
chromosomes is transmitted to the next generation via mitosis, or meiosis plus fertilization.
Represent the connection between meiosis and increased genetic diversity necessary for
evolution.
Evaluate evidence provided by data sets to support the claim that heritable information is
passed from one generation to another generation through mitosis, or meiosis plus
fertilization.
Construct a representation that connects the process of meiosis to the passage of traits from
parent to offspring.
Pose questions about the ethical, social or medical issues surrounding human genetic
disorders.
Describe the connection between regulation of gene expression and observed differences
between different kinds of organisms and individuals in a population.
Explain how regulation of gene expression is essential for the processes and structures that
support essential cell functions.
Use representations to describe how gene regulation influences cell products and functions.
Refine representations to illustrate how interactions between external stimuli and gene
expression result in specialization of cells, tissues, and organs.
Construct explanations of the influence of environmental factors on the phenotype of an
organism.
Predict the effects of a change in an environmental factor on the genotypic expression of a
phenotype.
Essential Questions:
How do organisms (and individual cells) grow and reproduce?
How does an organism develop from a single cell into an adult?
What processes occur at the cellular level to increase genetic variation in a population?
Enduring Understandings:
Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.
Biological systems are affected by disruptions to their dynamic homeostasis.
Plants and animals have a variety of chemical defenses against infections that affect
dynamic homeostasis.
Disciplinary Core
Ideas:
LS3.A-B
Science and
Engineering
Practices: 2, 3 & 6
Crosscutting
Concepts:
Structure and
function
Patterns
Cause and
effect
NJCCCS:
1.1.8.D.1
2.1.8.D.1
2.1.8.D.2
6.2.8.D.4
7.1.A.1
8.1.8.A.1-5
8.1.8.E.1
9.1.8.A.1
9.1.8.B.1-2
9.1.8.F.2
Common Core
State Standards
Connections:
ELA/Literacy
RST.11-12.1 &
9
Labs:
o Cell Division
o Modeling
Meiosis
o Artificial
Selection
Summative: Mitosis/Meiosis
Quiz
Lab #7 Quiz
Fertilization/
Development
Quiz
Unit Test
http://www.nature.com/scitable/
topic/cell-cycle-and-cell-
division-14122649
Math – Use statistical models
to explain and support an
argument for the importance of
variation within populations for
survival and evolution of a
species.
History/Social Studies –
Research contributions of
genetic applications on society
in both the past and present.
Technical Subjects – Explore
the phases, checkpoints, and
protein regulators of the cell
cycle
http://www.hhmi.org/biointerac
tive/eukaryotic-cell-cycle-and-
cancer
World Languages – Create a
graphic organizer depicting
common prefixes, suffixes and
root words of genetic terms.
Visual & Performing Arts –
The “skinbow” zebrafish has
color-coded skin cells when
viewed in a microscope using
UV light illumination.
http://www.hhmi.org/biointerac
tive/colorizing-skin-cells
Page 33 of 66
Timing and coordination of specific events are necessary for the normal development of an
organism, and these events are regulated by a variety of mechanisms.
DNA, and in some cases RNA, is the primary source of heritable information.
Biological systems have multiple processes that increase genetic variation.
Viral replication results in genetic variation, and viral infection can introduce genetic
variation into hosts.
The structure and function of subcellular components, and their interactions, provide
essential cellular processes.
Cooperative interactions within organisms promote efficiency in the use of energy and
matter.
WHST.9-12.1
& 5
Mathematics
MP.2 & 4
HSN.Q.A.1-3
Unit Description
Standards Pacing Benchmarking Interdisciplinary Activities
Unit 7: Heredity
Construct a representation that connects the process of
meiosis to the passage of traits from parent to offspring
Pose questions about ethical, social or medical issues
surrounding human genetic disorders.
Apply mathematical routines to determine Mendelian patterns
of inheritance provided by data sets.
Explain deviations from Mendel’s model of the inheritance of
traits
Explain how inheritance patterns of many traits cannot be
accounted for by Mendelian genetics.
Describe representations of an appropriate sample of
inheritance patterns that cannot be explained by Mendel’s
model of inheritance of traits.
Predict how a change in genotype, when expressed as a
phenotype, provides a variation that can be subject to natural
selection.
Create a visual representation to illustrate how changes in a
DNA nucleotide sequence can result in a change in the
polypeptide produced.
AP Curriculum Framework
Articulation:
EK 3.A.3
EK 3.A.4
EK 3.C.1
EK 4.C.1
EK 4.C.2
NGSS
Performance Expectations:
HS-LS1-1
HS-LS1-4
HS-LS3-1-3
Disciplinary Core Ideas:
LS3.A-B
Science and Engineering
Practices: 2, 3 & 6
Crosscutting Concepts:
Structure and function
12 days
Diagnostic:
Unit Pre-Test
Vocabulary Concept
Mapping
Formative:
SMART Response
Questions embedded in
presentations
o Meiosis & Heredity
o Independent
Assortment
o What Mendel
Didn’t Know
o Genetic Disorders
o Probability &
Statistics
Case Study
o Calico Cats
https://www.biolog
ycorner.com/works
Career Education – Research and
create an employment brochure
regarding a career related to genetics.
Health/PE – Examine how pedigrees
are used by disease researchers, as well
as how they can inform patients and
families.
English Language Arts & Literacy –
Using informational text, write a
narrative essay summarizing the article
Did Cancer Evolve to Protect Us
https://docs.google.com/document/d/
1R3S2I9ngS80BubwBve9loLXDyX
p2J7JDKZ-nFXMCtxA/edit
Math – Examine genetic basis of cancer
by exploring genetic mutations found in
the DNA of actual cancer patients to
identify patterns and trends in the data.
Page 34 of 66
Explain the connection between genetic variations in
organisms and phenotypic variations in populations.
Construct explanations based on evidence of how variation in
molecular units provides cells with a wider range of functions
Construct explanations of the influence of environmental
factors on the phenotype of an organism.
Predict the effects of a change in an environmental factor on
the genotypic expression of the phenotype.
Essential Questions:
How do organisms pass information onto the next generation?
Why do some traits and diseases not appear in every
generation?
Enduring Understandings:
The chromosomal basis of inheritance provides an
understanding of the pattern of passage (transmission) of
genes from parent to offspring.
The inheritance pattern of many traits cannot be explained by
simple Mendelian genetics.
Changes in genotype can result in changes in phenotype.
Variation in molecular units provides cells with a wider range
of functions.
Environmental factors influence the expression of the
genotype in an organism.
Patterns
Cause and effect
NJCCCS:
1.1.8.D.1
2.1.8.D.1
2.1.8.D.2
6.2.8.D.4
7.1.A.1
8.1.8.A.1-5
8.1.8.E.1
9.1.8.A.1
9.1.8.B.1-2
9.1.8.F.2
Common Core State
Standards Connections: ELA/Literacy
RST.11-12.1 & 9
WHST.9-12.1 & 5
Mathematics
MP.2 & 4
HSN.Q.A.1-3
heets/case_study_ca
lico.html
POGIL
o The Statistics of
Inheritance
o Chi-Square
Lab:
o Artificial Selection
o Drosophilab
https://www.biolog
ycorner.com/works
heets/drosophilab.ht
ml
Summative: Meiosis & Independent
Assortment Quiz
Non Mendelian
Inheritance Quiz
Probability & Statistics
Quiz
Lab #1 Quiz
Unit Test
History/Social Studies – Analyze a
pedigree of a large extended family in
Antioquia, Colombia, that has a high
prevalence of early-onset familial
Alzheimer’s disease due to a mutation in
the PSEN1 gene.
Technical Subjects – Using computers,
investigate genetically modified animals
and crops. Create a presentation
(PowerPoint, Prezi) demonstrating your
research to the class.
World Languages – Create a graphic
organizer depicting common prefixes,
suffixes and root words of genetic
terms.
Visual & Performing Arts – Create a
poster illustrating the pedigree of your
family. Include how changes in a trait
pass from one generation to the next.
Unit Description Standards Pacing
Benchmarking Interdisciplinary Activities
Unit 8: Evolution and Classification
Convert a data set from a table of numbers that reflect the genetic makeup of a
population over time and apply mathematical methods and conceptual
understandings to investigate the cause(s) and effect(s) of this change.
Evaluate evidence provided by data to qualitatively and quantitatively investigate
the role of natural selection in evolution
AP Curriculum
Framework
Articulation:
EK 1.A.1-4
EK 1.B.1-2
EK 1.C.1-3
EK 2.D.2-3
27 days
Diagnostic:
Unit Pre-Test
Vocabulary Concept
Mapping
Formative:
Career Education – View the
animated short film recounting
the life and work of
paleoanthropologist Mary
Leakey, including her discovery
of the Laetoli footprints.
Page 35 of 66
Apply mathematical methods to data from a real or simulated population to predict
what will happen to the population in the future
Evaluate data-based evidence that describes evolutionary changes in the genetic
makeup of a population over time
Connect evolutionary changes in a population over time to a change in the
environment.
Use data from mathematical models based on the Hardy-Weinberg equilibrium to
analyze genetic drift and effect of selection in the evolution of specific populations.
Justify from mathematical models based on the Hardy-Weinberg equilibrium to
analyze genetic drift and the effect on selection in evolution of specific populations.
Make predictions about the effects of genetic drift, migration and artificial selection
on the genetic makeup of a population
Evaluate evidence provided by data from many scientific disciplines that support
biological evolution
Refine evidence based on data from many scientific disciplines that support
biological evolution
Design a plan to answer scientific questions regarding how organisms have
changed over time using information from morphology, biochemistry and geology
Connect scientific evidence from many scientific disciplines to support the modern
concept of evolution.
Construct and/or justify mathematical models, diagrams or simulation that
represent processes of biological evolution
Pose scientific questions that correctly identify essential properties of shared, core
life processes that provide insights into the history of life on Earth
Describe specific examples of conserved core biological processes and features
shared by all domains or within one domain of life, and how these shared,
conserved core processes and features support the concept of common ancestry for
all organisms.
Justify the scientific claim that organisms share many conserved core processes and
features that evolved and are widely distributed among organisms today
Pose scientific questions about a group of organisms whose relatedness is described
by a phylogenetic tree or cladogram in order to (1) identify shared characteristics,
(2) make inferences about the evolutionary history of the group, (s) identify the
character data that could extend or improve the phylogenetic tree
EK 3.C.2
EK 4.C.3
NGSS
Performance
Expectations:
HS-LS4-1-5
HS-LS2.8
Disciplinary Core
Ideas:
LS4.A
LS4.C
Science and
Engineering
Practices: 2, 3 & 6
Crosscutting
Concepts:
Scale
Structure and
function
Cause and
effect
NJCCCS:
1.1.8.D.1
2.1.8.D.1
2.1.8.D.2
6.2.8.D.4
7.1.A.1
8.1.8.A.1-5
8.1.8.E.1
SMART Response
Questions embedded in
presentations
o Darwin Inferences
o Darwin’s Journey
o Evidence for
Evolution
o Natural Selection
o Population Genetics
o Hardy-Weinberg
o Macroevolution
o Reproductive Isolation
o Phylogenetics
POGIL
o Selection and
Speciation
o Phylogenetic Trees
o The Hardy-Weinberg
Equation
o Mass Extinctions
Case Studies:
o White-Striped Clover
https://docs.google.co
m/document/d/1PqJ07
90oqeX5W69qXiaGIg
hM822bQkfJ1hDCS2
Ou2rY/edit
o A Tale of Three Lice
https://docs.google.co
m/presentation/d/1PM
o2kwfGJM3-R-
hNPHoj7xt4y3jgqnXK
_lSo-BrM31c/edit
Labs:
http://www.hhmi.org/biointeracti
ve/animated-life-mary-leakey
Health/PE – Examine the
impact of excess sun exposure
on skin cancer rate in humans.
English Language Arts &
Literacy
Using the informational text,
“How did we get here?”
http://www.hhmi.org/biointer
active/how-did-we-get-here
write a narrative essay about
how the theory of changed
over time from the
inheritance of acquired traits
to natural selection to evo
devo was developed.
Read and analyze excerpts
from texts written by Charles
Darwin and Alfred Russel
Wallace to assess nonfiction
reading comprehension
http://www.hhmi.org/biointer
active/reading-primary-
sources-darwin-and-wallace
"We Didn't Domesticate
Dogs"
https://docs.google.com/docu
ment/d/1XiguftCpMnS6kAH
9upMH6kMUnEMojjK6vaj
MWfvGkbU/edit?pref=2&pli
=1
Page 36 of 66
Evaluate evidence provided by a data set in conjunction with a phylogenetic tree or
a simple cladogram to determine evolutionary history and speciation
Create a phylogenetic tree or simple cladogram that correctly represent
evolutionary history and speciation from a provided data set.
Analyze data related to questions of speciation and extinction throughout Earth’s
history
Design a plan for collecting data to investigate the scientific claim that speciation
and extinction have occurred throughout Earth’s history.
Use data from a real or simulated population(s), based on graph or models of types
of selection, to predict what will happen to the population in the future.
Justify the selection of data that address questions related to reproductive isolation
and speciation
Describe speciation in an isolated and connect it change in gene frequency, change
in environment, natural selection and/or genetic drift.
Describe a model that represent evolution within a population.
Evaluate given data sets that illustrate evolution as an ongoing process.
Analyze data to identify phylogenetic patterns or relationships, showing that
homeostatic mechanisms reflect both continuity due to common ancestry and
change due to evolution in different environments.
Connect differences in environment with the evolution of homeostatic mechanisms
Analyze data to support the claim that responses to information and communication
of information affect natural selection
Construct an explanation of multiple processes that increase variation within a
population
Use evidence to justify a claim that a variety of phenotypic responses to a single
environmental factor can result from different genotypes with the population.
Use theories and models to make scientific claims and/or predictions about the
effects of variation within populations on survival and fitness.
Essential Questions:
Why do populations change over time?
What is a species and how do new species arise?
How can evolution be quantitatively described?
9.1.8.A.1
9.1.8.B.1-2
9.1.8.F.2
Common Core
State Standards
Connections: ELA/Literacy
RST.11-12.1, 8
& 9
WHST.9-12.2
& 9
W.9-10.2a-b
W.9-10.4
W.9-10.8
SL.11-12.4
Mathematics
MP.2 & 4
o Stickleback Evolution
http://www.hhmi.org/b
iointeractive/sticklebac
k-evolution-virtual-lab
o Examining the Fossil
Record
https://www.biologyco
rner.com/worksheets/f
ossilrecord.html
o Color Variation in
Rock Pocket Mice
http://www.hhmi.org/b
iointeractive/color-
variation-over-time-
rock-pocket-mouse-
populations
o Artificial Selection
Lab (continued in this
unit)
o Lab #2: Mathematical
Modeling: Hardy-
Weinberg
o Lab #10: Energy
Dynamics (begun in
this unit, assessed in
Ecology unit)
o Lab #3: Comparing
DNA Sequences to
Understand
Evolutionary
Relationship with
BLAST
Summative: Darwin & Evidence for
Evolution Quiz
Lab #2 Quiz
New Wasp Species
Emerging
https://www.dropbox.com/s/
2wka9dzxc3p53mt/%2803%
20Evolution%29%20apple-
maggot-evolution.pdf?dl=0
Dance of Human Evolution
http://www.npr.org/2014/07/
04/328206581/dance-of-
human-evolution-was-herky-
jerky-fossils-suggest
Math – Use statistical models to
explain and support an argument
for the importance of variation
within populations for survival
and evolution of a species.
History/Social Studies –
Students use real data to propose
hypotheses, make predictions,
and justify claims with evidence
in the case study is based on the
short film The Biology of Skin
Color.
Technical Subjects – Virus
Explorer CLICK & LEARN
http://www.hhmi.org/biointeracti
ve/virus-explorer
Explore the similarities and
differences of a variety of
viruses by sorting them based on
structure, genomic make-up,
Page 37 of 66
Enduring Understandings:
Natural selection is a major mechanism of evolution.
Natural selection acts on phenotypic variations in populations
Evolutionary change is also driven by random processes.
Biological evolution is supported by scientific evidence from many disciplines,
including mathematics
Organisms share many conserved core processes and features that evolved and are
widely distributed among organisms today
Phylogenetic trees and cladograms are graphical representations (models) of
evolutionary history that can be tested.
Speciation and extinction have occurred throughout the Earth’s history.
Speciation may occur when two population become reproductively isolated from
each other.
Populations of organisms continue to evolve.
Homeostatic mechanisms reflect both common ancestry and divergence due to
adaptation in different environments.
Timing and coordination of behavior are regulated by various mechanisms and are
important to natural selection.
Biological systems have multiple processes that increase genetic variation.
The level of variation in a population affects population dynamics.
Natural Selection &
Population Genetics Quiz
Macroevolution &
Reproductive Isolation
Quiz
Lab #3 Quiz
Lab #1 Quiz
Unit Test
host range, transmission
mechanism, and vaccine
availability.
World Languages – Create a
graphic organizer depicting
common prefixes, suffixes and
root words of genetic terms.
Visual & Performing Arts –
Identify patterns in genomic data
in the hands-on genetic mapping
activity students identify single
nucleotide polymorphisms
(SNPs) correlated with different
traits in dogs.
Unit Description Standards Pacing
Benchmarking Interdisciplinary Activities
Unit 9: Ecology
Use representations to pose scientific questions about what mechanisms and
structural features allow organisms to capture, store, and use free energy.
Justify the selection of data regarding the types of molecules that an animal, plant
or bacterium will take up as necessary building blocks and excrete as waste.
Represent graphically or model quantitatively the exchange of molecules between
an organism and its environment, and the subsequent use of these molecules to
build new molecules that facilitate dynamic homeostasis, growth and reproduction
Justify the selection of the kind of data needed to answer scientific questions about
the relevant mechanism that organisms use to respond to changes in their external
environment.
AP Curriculum
Framework
Articulation:
EK 2.A.2
EK 2.A.3
EK 2.C.2
EK 2.D.1
EK 2.E.3
EK 3.E.1
EK 4.A.5
EK 4.A.6
18 days
Diagnostic:
Unit Pre-Test
Vocabulary Concept
Mapping
Formative:
SMART Response
Questions embedded in
presentations
o Intro to Ecology
o Population Ecology
Career Education – The Guide
tells the story of a young man
from the local community who
discovers a passion for science
after meeting world-renowned
biologist E.O. Wilson.
http://www.hhmi.org/biointeracti
ve/guide-biologist-gorongosa
Health/PE – Examine the impact
of excess sun exposure on skin
cancer rate in humans.
Page 38 of 66
Refine scientific models and questions about the effect of complex biotic and
abiotic interactions on all biological systems, from cells and organisms to
populations, communities and ecosystems.
Design a plan for collecting data to show that all biological systems are affected
by complex biotic and abiotic interactions.
Analyze data to identify possible patterns and relationships between a biotic and
an abiotic factor and a biological system.
Use representations and models to analyze quantitatively and qualitatively the
effects of disruptions to dynamic homeostasis in biological systems.
Justify scientific claims, using evidence, to describe how timing and coordination
of behavioral events in organisms are regulated by several mechanisms.
Connect concepts in and across domain(s) to predict how environmental factors
affect responses to information and change behavior.
Analyze data to indicate how organisms exchange information in response to
internal changes and external cues, and which can change behavior.
Create representations that describe how organisms exchange information in
response to internal changes and external cues, and which can change behavior.
Describe how organisms exchange information in response to internal changes and
external cues, and which can change behavior
Justify the selection of the kind of data needed to answer scientific questions about
the interactions of populations within communities.
Apply mathematical routines to quantities that describe communities composed of
populations of organisms that interact in complex ways
Predict the effects of a change in the community’s populations on the community
Apply mathematical routines to quantities that describe interactions between living
systems and their environment, which result in the movement of matter and
energy.
Use visual representations to analyze situations or solve problems qualitatively to
illustrate how interactions between living systems and their environment, which
result in the movement of matter and energy.
Predict the effects of a change of matter or energy availability on communities.
Use data analysis to refine observations and measurements regarding the effect of
population interactions on patterns of species distribution and abundance.
EK 4.B.3
EK 4.B.4
EK 4.C.4
NGSS
Performance
Expectations:
HS-LS1-1
HS-LS1-4
HS-LS3-1-3
Disciplinary Core
Ideas:
LS3.A-B
Science and
Engineering
Practices: 2, 3 & 6
Crosscutting
Concepts:
Structure and
function
Patterns
Cause and effect
NJCCCS:
1.1.8.D.1
2.1.8.D.1
2.1.8.D.2
6.2.8.D.4
7.1.A.1
8.1.8.A.1-5
Population Growth
Reproduction &
Survival
o Community Ecology
Predator/Prey &
Competition
Symbiosis &
Species Richness
Succession &
Energy Transfer
POGIL
o Global Climate
Change
o Eutrification
Population
Interactions Activity
– Sea Otters
Case Studies:
o Survivorship and
Population Models
https://www.biology
corner.com/workshe
ets/case_study_popul
ation.html
o Are Invading
Bullfrogs Harmful?
https://www.biology
corner.com/workshe
ets/case_study_bullfr
ogs.html
o Gulf of Mexico's
Dead Zone
o The Grey Seal
Problem https://docs.
google.com/presenta
English Language Arts &
Literacy – Using informational
text, write a summary or create a
graphic organizer of energy
flowing through an ecosystem.
https://www.learner.org/courses/e
nvsci/unit/text.php?unit=4&secN
um=3
Math – Compare an ecosystem
and a mathematical network. http://www.learner.org/courses/m
athilluminated/units/11/textbook/
06.php
History/Social Studies – How do
laws or the absence of laws
impact the ecology and
population of a nation?
Technical Subjects – Using
computers, investigate genetically
modified animals and crops.
Create a presentation
(PowerPoint, Prezi)
demonstrating your research to
the class.
World Languages – Create a
graphic organizer depicting
common prefixes, suffixes and
root words of genetic terms.
Visual & Performing Arts –
Page 39 of 66
Explain how the distribution of ecosystems changes over time by identifying large
scale events that have resulted in these changes in the past
Predict the consequences of human actions in both local and global ecosystems
Make scientific claims and predictions about how species diversity within an
ecosystem influences ecosystem stability.
Essential Questions:
What factors affect individuals, populations, communities and ecosystems?
How does energy move through an ecosystem?
How do organisms and populations interact and what effect do these interactions
have on the individuals?
Enduring Understandings:
Organisms capture and store free energy for use in biological processes.
Organisms must exchange matter with the environment to grow, reproduce, and
maintain organization.
Organisms respond to changes in their external environments.
All biological systems from cells and organisms to populations, communities, and
ecosystems are affected by complex biotic and abiotic interactions involving
exchange of matter and free energy.
Timing and coordination of behavior are regulated by various mechanisms and are
important in natural selection.
Individuals can act on information and communicate it to others.
Communities are composed of populations of organisms that interact in complex
ways.
Interactions among living systems and with their environment result in the
movement of matter and energy.
Interactions between and within populations influence patterns of species
distribution and abundance.
Distribution of local and global ecosystems changes over time.
The diversity of species within an ecosystem may influence the stability of the
ecosystem.
8.1.8.E.1
9.1.8.A.1
9.1.8.B.1-2
9.1.8.F.2
Common Core
State Standards
Connections: ELA/Literacy
RST.11-12.1 & 9
WHST.9-12.1 &
5
Mathematics
MP.2 & 4
HSN.Q.A.1-3
tion/d/1hjAlwRhtbD
02lR2PfdyEdkpvkz_
4Ke_s_4mCFSzRY6
4/edit
Labs:
o Fruit Fly Behavior
Lab
o Energy Dynamics
Lab
o Population Virtual
Lab
http://glencoe.mhedu
cation.com/sites/dl/fr
ee/0078757134/3839
28/BL_04.html
o Investigation of
Animal Behavior
https://www.biology
corner.com/workshe
ets/animal_behavior
_lab.html
Summative: Lab #12 Quiz
Population Ecology
Quiz
Community Ecology
Quiz
Lab #10 Quiz
Unit Test
Create a visual representation that
describes and depicts organisms’
exchange information in response
to internal changes or external
cues.
Page 40 of 66
HS-ESS3: Earth and Human Activity
NGSS Performance
Expectation
Student Learning
Objectives (SLO)
Leveled Materials and
Media/School Library
Resources
Suggested
Instructional
Activities
Suggested
Student
Output
Assessments:
Portfolios,
Evaluations,
& Rubrics
Multimedia
Integration
Accommodations of
Special Needs Students
(SE, ELL, 504, G&T)
HS-
ESS3-1
Construct an
explanation
based on
evidence for
how the
availability of
natural
resources,
occurrence of
natural
hazards, and
changes in
climate have
influenced
human activity.
Utilize informational
text to determine the
growth in climate
change as it relates to
environmental
systems.
Interpret real-time
data to determine
how earthquakes in
California and
Alaska have changed
over the last 130
years.
Use empirical
evidence to
differentiate between
how the availability
of natural resources,
occurrence of natural
hazards, and changes
in climate have
influenced human
activity.
Participatory Science
http://participatoryscience.org
US Geological Survey
http://earthquake.usgs.gov
National Oceanic and
Atmospheric Administration
(NOAA)
http://www.education.noaa.go
v
Various leveled texts available
via text, Prentice Hall Biology,
and in the appendices of the
curriculum document
Access to below level
resources can be found in
other texts used in the
department (Middle school
through AP Biology)
Various primary sources and
articles at different levels are
available online at:
https://student.societyforscienc
e.org/topic/life
http://sciencenewsforstudents.
org
https://www.sciencedaily.com/
US Geological
Survey Data
Research and
Analysis
http://participatorys
cience.org/data-
activity/practice-
time-series-
earthquake-data
Climate Change
Impacts: NOAA
Education
Resources
http://www.educati
on.noaa.gov/Climat
e/Climate_Change_
Impacts.html
Journal
Response
Graph
Graph
Interpretation
Persuasive Essay
Lab Notebook
Mini poster
Check-out
questions
Calculators
Computers – use
software to
create essay &
lab reports, etc.
BrainPop videos
and activities
Online Database
May include, but is not limited
to the following as determined
by the classroom, ELL or
special education teacher:
● Layered Curriculum
● Small groups
● Access to computers for
graphing
● Substitute projects for
written work
● 80% Grading
● Written and oral
directions
● Prompts for time
management
● Adjust assignment length
● Extended time for
completion of all work
● Graphic organizers for
written work
● Calculators
● Word processing for
checking spelling,
grammar, etc.
● Science Academy
● Reteaching enrichment
activities
Page 41 of 66
HS-
ESS3-4
Evaluate or
refine a
technological
solution that
reduces impacts
of human
activities on
natural systems.
Discuss how culverts
work in the stream
environment to
explain at least one
way in which a
culvert may inhibit
natural stream
ecosystem
functioning and at
least one way in
which a culvert is
neutral in natural
stream ecosystem
functioning.
Participatory Science
http://participatoryscience.org
Vimeo http://vimeo.com
Culvert Activity
http://participatorys
cience.org/curricul
um-
activity/culvert-
activity
Connecting
Fragmented
Rivers” video:
http://vimeo.com/2
4480198-
Colvert Activity Notebook
Culvert
Analysis
Questions
Stream
Crossings
Poster
Vimeo video
-
Digital Database
Computer
● Hands-on activities, labs
and modeling
● Acellus online course
● Google voice to text and
translate
● Spanish glossary
● Video tutors (Ex. Khan
Academy, Bozeman
science, BrainPop,
Jefferson Labs,
etc.)Biology EOC
Preparation
● Long-term individual
research projects
Modify instructional approach
and/or assignments and
evaluations as needed to
facilitate strong learning for
ELL students:
Alternate Responses
(drawings with captions,
spoken responses, etc.)
Advance/Guided Notes
Extended time
Teacher Modeling (non-
verbal teacher
communication in
addition to spoken
instructions)
Simplified written and
verbal instructions
ELL support materials
(eDictionaries, native
language prompts, etc.)
Google Translate
Differentiated instruction
to meet varied needs and
levels of all students
HS-
ESS3-5
Analyze
geoscience data
and the results
from global
climate models
to make an
evidence-based
forecast of the
current rate of
global or
regional
climate change
and associated
future impacts
to Earth
systems.
Create a graph to
compare the yearly
production of CO2
from electric power
and transportation.
Describe what your
graph shows about
how electrical
generation and
transportation
compare and contrast
annual CO2
production.
Digital Library for Earth
System Education
http://www.dlese.org/library/lit
eracy_maps/?id=SMS-MAP-
1698
Carbon Emissions
Analysis:
http://www.dlese.or
g/library/literacy_
maps/?id=SMS-
MAP-1698
Practice comparing
groups: carbon
dioxide sources
http://participatorys
cience.org/standard
/hs-ess3-6
Graphic
Organizer
Graph
HS-
ESS3-6
Use a
computational
representation
to illustrate the
Explore
informational text to
model the
relationship between
Earth Science Week
Conservation in Action:
Guarding Our Wildlife
Resources Brochure and
Climate Change
Impacts
http://www.education.n
oaa.gov/Climate/Climat
Summary of
informational
text
Poster-making
materials
Computer
Page 42 of 66
relationship
among Earth
systems and
how those
relationships
are being
modified due to
human activity
Earth systems and
how humans are
affecting these
relationships.
Rachel Carson Fact Sheet
http://www.earthsciweek.org/si
tes/default/files/Activities/Gua
rdingResources.pdf
e_Change_Impacts.htm
l
Class Discussion
Mini-poster
Presentation
(slide show,
website, poster,
video, etc.)
Presentation
program
(PowerPoint)
Video camera
Web site
creation
software
Presentation
program
(PowerPoint)
Video camera
Web site
creation
software
Modify approaches,
assignments, and evaluations
as needed to challenge gifted
students:
Increased integration of
higher order thinking
processes, creative and
critical thinking activities,
problem-solving, and
open-ended tasks
Self-regulated group
interaction
Advanced pacing levels
Greater opportunities for
freedom of choice and
independent study that
encourage independent
and intrinsic learning
Designing and testing
experiments with teacher
support.
Page 43 of 66
HS-ETS1: Engineering Design
NGSS Performance
Expectation
Student Learning
Objectives (SLO)
References/
Resources
Suggested
Instructional
Activities
Suggested
Student Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodations of Special Needs
Students
(SE, ELL, 504, G&T)
HS-
ETS1-1
Analyze a
major global
challenge to
specify
qualitative and
quantitative
criteria and
constraints for
solutions that
account for
societal needs
and wants.
Calculate scales of
distance and length as
used by ocean drilling
scientists.
Create a scale model of
the JOIDES Resolution
Research Vessel with the
drill string extended.
Earth Science Week
http://www.earthsciweek.org
Various leveled texts
available via text, Prentice
Hall Biology, and in the
appendices of the curriculum
document
Access to below level
resources can be found in
other texts used in the
department (Middle school
through AP Biology)
Various primary sources and
articles at different levels are
available online at:
https://student.societyforscie
nce.org/topic/life
http://sciencenewsforstudent
s.org
https://www.sciencedaily.co
m/
Measure-
Measure
http://www.ea
rthsciweek.or
g/classroom-
activities/mea
sure-measure
Scale Model Lab Notebook
Calculations
Model Rubric
Internet
research
Video
Camera
May include, but is not limited to the
following as determined by the
classroom, ELL or special education
teacher:
● Layered Curriculum
● Small groups
● Access to computers for
graphing
● Substitute projects for written
work
● 80% Grading
● Written and oral directions
● Prompts for time management
● Adjust assignment length
● Extended time for completion of
all work
● Graphic organizers for written
work
● Calculators
● Word processing for checking
spelling, grammar, etc.
● Science Academy
● Reteaching enrichment activities
● Hands-on activities, labs and
modeling
● Acellus online course
● Google voice to text and
translate
● Spanish glossary
HS-
ETS1-2
Design a
solution to a
complex real-
world problem
by breaking it
down into
smaller, more
manageable
problems that
can be solved
Collaborate with a team to
design the tallest
freestanding structure
they can.
Revise the model to
improve upon it and make
modifications where
needed.
Better Lesson
Design Challenge:
Marshmallow
Challenge
Marshmallow
Tower
Peer review
Peer and teacher
rubric
Lab notebook
entry
Page 44 of 66
through
engineering.
● Video tutors (Ex. Khan
Academy, Bozeman science,
BrainPop, Jefferson Labs,
etc.)Biology EOC Preparation
● Long-term individual research
projects
Modify instructional approach and/or
assignments and evaluations as
needed to facilitate strong learning
for ELL students:
Alternate Responses (drawings
with captions, spoken responses,
etc.)
Advance/Guided Notes
Extended time
Teacher Modeling (non-verbal
teacher communication in
addition to spoken instructions)
Simplified written and verbal
instructions
ELL support materials
(eDictionaries, native language
prompts, etc.)
Google Translate
Differentiated instruction to
meet varied needs and levels of
all students
Modify approaches, assignments,
and evaluations as needed to
challenge gifted students:
Increased integration of higher
order thinking processes,
creative and critical thinking
activities, problem-solving, and
open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for
freedom of choice and
HS-
ETS1-3
Evaluate a
solution to a
complex real-
world problem
based on
prioritized
criteria and
trade-offs that
account for a
range of
constraints,
including cost,
safety,
reliability, and
aesthetics as
well as possible
social, cultural,
and
environmental
impacts.
Review proper lab safety
procedures, identify
available safety
equipment in the
classroom, and review the
Lab Safety Contract.
POGIL
Better Lesson
http://betterlesson.com/lesso
n/616040/ensuring-lab-
safety
Lab Safety
Cartoon
Lab Safety POGIL
Lab Safety Rap
Lab Safety
Contract
Poster
POGIL analysis
questions
Graphic
organizer
Classroom Map
Lab Safety
Poster
Lab Notebook
HS-
ETS1-4
Use a computer
simulation to
model the
impact of
proposed
solutions to a
complex real-
world problem
with numerous
criteria and
constraints on
interactions
Complete an inquiry-
based online investigation
to determine how climate
change and acidification
affects ocean and impact
its marine organisms.
Explain how increases in
atmospheric carbon
dioxide results in ocean
acidification.
Virtual Urchin
http://www.stanford.edu/gro
up/inquiry2insight/cgi-
bin/vu-r1a/vu.php
National Geographic
Informational Text Article:
Ocean Acidification
http://ngm.nationalgeographi
c.com/2011/04/ocean-
acidification/kolbert-text
Popcorn Share
https://www.teachi
ngchannel.org/vid
eos/student-
participation-
popcorn-share
Sea Urchin
Simulation
http://www.stanfor
d.edu/group/inquir
Answers to
guided reading
questions
Data conclusion
Reflections
Popcorn Share
Online Lab
Simulation
Lab Report
Computer
Video
demonstration
Interactive
lesson
Online Lab
Simulation
Page 45 of 66
within and
between
systems
relevant to the
problem.
Use a virtual lab bench to
design and conduct an
experiment to compare
pH levels in today and
tomorrow’s oceans.
Analyze the authentic
research data to determine
the relationship between
pH and larval changes.
Evaluate the significance
of both individual and
class data.
y2insight/cgi-
bin/vu-r1a/vu.php
Wrap-up
independent study that
encourage independent and
intrinsic learning
Designing and testing
experiments with teacher
support.
Page 46 of 66
HS-LS1: From Molecules to Organisms: Structures and Processes
NGSS Performance
Expectation
Student Learning
Objectives (SLO)
Leveled Materials and
Media/School Library
Resources
Suggested Instructional
Activities
Suggested
Student Output
Assessments:
Portfolios,
Evaluations,
& Rubrics
Multimedia
Integration
Accommodations of Special Needs
Students
(SE, ELL, 504, G&T)
HS-
LS1-1
Construct an
explanation
based on
evidence for
how the
structure of
DNA
determines the
structure of
proteins.
● Arrange
representations that
articulate how
genetic information
flows from DNA to
produce protein.
● Design an
explanation based on
evidence for how the
structure of DNA
determines the
structure of proteins.
● Suggest that regions
of DNA determine
the structure of
proteins, which carry
out the essential
functions of life
through systems of
specialized cells.
● Analyze and
transcribe DNA
sequences, construct
a creature based on
that sequence.
Biology Corner
Process Oriented Guided
Inquiry Learning
(POGIL)
Biology Argument Driven
Inquiry
NJCTL
https://www.njctl.org/cou
rses/science/biology/anat
omy-and-physiology/
Dolan DNA Learning
Center
Various leveled texts
available via text,
Prentice Hall Biology,
and in the appendices of
the curriculum document
Access to below level
resources can be found in
other texts used in the
department (Middle
school through AP
Biology)
Various primary sources
and articles at different
levels are available
online at:
https://student.societyfors
cience.org/topic/life
● Demonstration: DNA
Extraction
http://www.biologycor
ner.com/worksheets/D
NA_extraction.html
● POGIL: DNA
Structure and
Replication
● DNA in Snorks
http://www.biologycor
ner.com/worksheets/D
NA_snorks.html
● How DNA Controls
the Workings of a Cell
http://www.biologycor
ner.com/worksheets/D
NAcontrols.html
● Simulation: DNA
Sequencing in
Bacteria;
http://www.biologycor
ner.com/worksheets/D
NA_sequence_bacteria
.html
● Web Lesson/ Tutorial:
DNA From the
Beginning
http://www.dnaftb.org/
● Protein folding
https://phet.colorado.e
Journal Response
POGIL worksheet
Lab report
Web quest
summary
Concept map
Lab Notebook
Investigation
proposal
Argumentatio
n session
Lab report
Mini poster
Peer Review
Guide
Instructor
rubric
Check-out
questions
Defined
STEM
Jefferson Labs
Brain Pop
Multisensory/
Interactive
PowerPoint/
SMART
notebook
presentation
Calculators
Computers –
use software
to create
essay & lab
reports, etc.
pHET
simulations
BrainPop
videos and
activities
Web lessons
& tutorials
May include, but is not limited to the
following as determined by the
classroom, ELL or special education
teacher:
● Layered Curriculum
● Small groups
● Access to computers for
graphing
● Substitute projects for written
work
● 80% Grading
● Written and oral directions
● Prompts for time management
● Adjust assignment length
● Extended time for completion of
all work
● Graphic organizers for written
work
● Calculators
● Word processing for checking
spelling, grammar, etc.
● Science Academy
● Reteaching enrichment activities
● Hands-on activities, labs and
modeling
● Acellus online course
● Google voice to text and
translate
● Spanish glossary
● Video tutors (Ex. Khan
Academy, Bozeman science,
Page 47 of 66
http://sciencenewsforstud
ents.org
https://www.sciencedaily.
com/
du/en/simulation/gene-
expression-basics
Virtual Labs
BrainPop, Jefferson Labs,
etc.)Biology EOC Preparation
● Long-term individual research
projects
Modify instructional approach and/or
assignments and evaluations as
needed to facilitate strong learning
for ELL students:
Alternate Responses (drawings
with captions, spoken responses,
etc.)
Advance/Guided Notes
Extended time
Teacher Modeling (non-verbal
teacher communication in
addition to spoken instructions)
Simplified written and verbal
instructions
ELL support materials
(eDictionaries, native language
prompts, etc.)
Google Translate
Differentiated instruction to
meet varied needs and levels of
all students
Modify approaches, assignments,
and evaluations as needed to
challenge gifted students:
Increased integration of higher
order thinking processes,
creative and critical thinking
activities, problem-solving, and
open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for
freedom of choice and
independent study that
HS-
LS1-2
Develop and
use a model to
illustrate the
hierarchical
organization o
f interacting
systems that
provide
specific
functions
within
multicellular
organisms.
● Develop a model to
identify and describe
the relevant parts
and processes of
body systems in
multicellular
organisms.
● Observe various
organisms to
examine structural
differences between
various cells.
● Investigate the
effects of
environmental
conditions on
different cell types.
● Examine various
animal models to
relate cells to tissue
to organs to organ
systems in humans.
NGSS Evidence
Statements
Carolina Biological
Biology Argument Driven
Inquiry
Biology Corner
● ADI Structure: How
Should the Unknown
Microscopic Organism
Be Classified?
● Investigating Cell
Types
http://www.carolina.co
m/inquiry-science-
cell/inquiries-in-
science-investigating-
cell-types-
kit/251001.pr
● Discovering Nucleic
Acids
http://www.carolina.co
m/inquiry-science-
genetics/inquiries-in-
science-discovering-
nucleic-acids-
kit/FAM_251005.pr
● Earthworm Virtual
Dissection http://www.
biologycorner.com/wo
rksheets/earthworm_di
ssection_virtual.html
● Frog Dissection
http://www.biologycor
ner.com/worksheets/fr
Journal Response
POGIL worksheet
Lab report
Web quest
summary
Concept map
Lab Notebook
Investigation
proposal
Argumentatio
n session
Lab report
Mini poster
Peer Review
Guide
Instructor
rubric
Check-out
questions
Lab Quizzes
Page 48 of 66
og_external.html
OR Frog Dissection
Alternative
http://www.biologycor
ner.com/worksheets/fr
og_alternative.html
● Rat Dissection
http://www.biologycor
ner.com/worksheets/ra
t_intro.html
encourage independent and
intrinsic learning
Designing and testing
experiments with teacher
support.
May include, but is not limited to the
following as determined by the
classroom, ELL or special education
teacher:
● Layered Curriculum
● Small groups
● Access to computers for
graphing
● Substitute projects for written
work
● 80% Grading
● Written and oral directions
● Prompts for time management
● Adjust assignment length
● Extended time for completion of
all work
● Graphic organizers for written
work
● Calculators
● Word processing for checking
spelling, grammar, etc.
● Science Academy
● Reteaching enrichment activities
● Hands-on activities, labs and
modeling
HS-
LS1-3
Plan and
conduct an
investigation
to provide
evidence that
feedback
mechanisms
maintain
homeostasis.
● Create and
manipulate DNA
models and view
mutated cells to
understand the role
of DNA and RNA in
protein synthesis and
gene expression.
● Interpret a graphic
and answer
questions about how
chemicals are used
to maintain the
body’s homeostasis.
● Correlate
concentration and
molecular size as
they affect osmosis
and diffusion.
● Develop an
investigation plan
and describe the data
that will be collected
and the evidence
Biology Argument Driven
Inquiry
Carolina Biological
Biology Corner
Process Oriented Guided-
Inquiry Learning
(POGIL)
● ADI: Osmosis and
Diffusion
● Examining Cellular
Transport
http://www.carolina.co
m/inquiry-science-
cell/inquiries-in-
science-cell-biology-
lab-package/251101.pr
● Graphic: Feedback
loops, insulin and
glucagon
http://www.biologycor
ner.com/worksheets/fe
edback_loops.htmlhttp
://www.biologycorner.
com/worksheets/feedb
ack_loops.html
● Heart Rate and
Exercise
http://www.biologycor
ner.com/worksheets/ex
ercise-pulse.html
Lab Proposal
Argumentation
Session
Mini Poster
Journal Response
POGIL worksheet
Lab report
Web quest
summary
Concept map
Lab Notebook
Lab Report
Rubric
Mini Poster
Rubric
Concept Map
Lab Quiz
Unit Test
Page 49 of 66
generated from the
data.
● Design and conduct
an experiment to
measure the effects
of exercise on heart
rate to provide
evidence on
feedback
mechanisms
maintain
homeostasis.
● POGIL: Transport in
Cells
● Literacy Tasks:
● Cancer, Out of Control
Cells
http://www.biologycor
ner.com/worksheets/ar
ticles/cancer.html
● Corticosteroids;
http://www.biologycor
ner.com/worksheets/ar
ticles/corticosteroids.ht
ml
● Acellus online course
● Google voice to text and
translate
● Spanish glossary
● Video tutors (Ex. Khan
Academy, Bozeman science,
BrainPop, Jefferson Labs,
etc.)Biology EOC Preparation
● Long-term individual research
projects
Modify instructional approach and/or
assignments and evaluations as
needed to facilitate strong learning
for ELL students:
Alternate Responses (drawings
with captions, spoken responses,
etc.)
Advance/Guided Notes
Extended time
Teacher Modeling (non-verbal
teacher communication in
addition to spoken instructions)
Simplified written and verbal
instructions
ELL support materials
(eDictionaries, native language
prompts, etc.)
Google Translate
Differentiated instruction to
meet varied needs and levels of
all students
Modify approaches, assignments,
and evaluations as needed to
challenge gifted students:
Increased integration of higher
order thinking processes,
creative and critical thinking
HS-
LS1-5
Use a model to
illustrate
how photosynt
hesis
transforms
light energy
into stored
chemical
energy.
● Measure the rate of
photosynthesis under
a variety of
environmental
conditions
● Explore the
processes of
photosynthesis and
respiration using
Elodea under light
and dark conditions.
Then develop
investigations to test
factors that might
limit or improve the
rate of cellular
respiration by yeast.
● Examine a model,
focus on key details
and answer an
essential question
Concord Consortium
NGSS Evidence
Statements
Biology Corner
Process Oriented Guided-
Inquiry Learning
(POGIL)
Biology Argument Driven
Inquiry
Carolina Biological
Inquiries in Science
● Leaf Photosynthesis
NetLog Model
https://concord.org/ste
m-resources/leaf-
photosynthesis
● Inquiries in Science:
Energizing Cells
● ADI: Rate of
Photosynthesis
● POGIL
● Photosynthesis: Why
Do Temperatures
Affect the Rate of
Photosynthesis in
Plants?
● Do Plants Consume or
Release CO2
http://biologycorner.co
m/worksheets/photosy
nthesis_phenol.html
Model
Lab proposal
Oral Presentation
Lab Report
Analysis
Questions
Simulation
Analysis
Journal Entry
Science
Notebook
Oral
Presentation
Rubric
Lab Report
Scoring
Rubric
Lab Quiz
Unit Test
Page 50 of 66
about how the two
processes are
related.
● Photosynthesis
Simulation
http://www.biologycor
ner.com/worksheets/ph
otosynthesis_virtual_la
b.html
● Waterweed simulator
http://www.biologycor
ner.com/worksheets/w
aterweed_sim.html
● Respiration Model
http://www.biologycor
ner.com/worksheets/ph
otosynthesis-
respiration-model.html
activities, problem-solving, and
open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for
freedom of choice and
independent study that
encourage independent and
intrinsic learning
Designing and testing
experiments with teacher
support.
HS-
LS1-6
Construct and
revise an
explanation
based on
evidence for
how carbon,
hydrogen, and
oxygen from
sugar
molecules may
combine with
other
elements to
form amino
acids and/or
other large
carbon-based
molecules.
● Build a molecular
model how
carbohydrate, lipid,
nucleic acid, and
protein are used by
living systems to
devise four groups
of organic
compounds.
● Read, annotate,
analyze and
summarize an
informational text to
understand how a
slight change in the
chemical structure,
ethyl to methyl can
turn a substance into
a poison.
Biology Corner
Process Oriented Guided-
Inquiry Learning
(POGIL)
Biology Argument Driven
Inquiry
● Synthesizing
Macromolecules
http://www.carolina.co
m/catalog/detail.jsp?pr
odId=251000&s_cid=e
dgate
● Concept Map –
Organic
Compounds http://ww
w.biologycorner.com/
worksheets/conceptma
p-organic.html
● Biochemistry
Vocabulary Crossword
Puzzle
http://www.biologycor
ner.com/worksheets/bi
ochem_crossword.htm
l
Lab Report
Mini Poster
Article Summary
Completed
Crossword Puzzle
Lab Report
Rubric
Poster Rubric
Concept Map
Rubric
Article
Analysis
Rubric
Page 51 of 66
● Literacy Task: Wood
Alcohol Poisonings
http://www.biologycor
ner.com/worksheets/ar
ticles/wood_alcohol.ht
ml
HS-
LS1-7
Use a model
to illustrate
that cellular
respiration is a
chemical
process
whereby the
bonds of food
molecules and
oxygen
molecules are
broken and the
bonds in new
compounds are
formed
resulting in a
net transfer of
energy.
● Develop and use a
model explain the
carbon-based
molecules protein,
carbohydrates, and
lipids and what
components make up
each.
● Utilize a
respirometer to
measure the rate of
oxygen consumption
by using germinating
and nongerminating
seeds.
● Map of the steps
involved in cellular
respiration.
● Identify how
respiration and
photosynthesis are
related.
● Examine a case of
poisoning to
summarize how
cyanide interferes
with the functioning
of the mitochondria
NGSS Evidence
Statements
Biology Corner
Biology Argument Driven
Inquiry
Hard-to-Teach Biology
Concepts
● Cellular Respiration
Virtual Lab;
http://biologycorner.co
m/worksheets/cellular
_respiration_AP_Lab5
_virtual.html OR
Respiration
https://www.njctl.org/c
ourses/science/biology
/energy-
processing/cellular-
respiration-lab/
● POGIL: Cellular
Respiration
● Case Study: Mystery
of the Seven Deaths;
http://sciencecases.lib.
buffalo.edu/cs/files/cel
lular_respiration.pdf
● Concept Map;
http://www.biologycor
ner.com/worksheets/co
nceptmap_cellresp.htm
l
● Diagram: The Carbon
Cycle;
http://biologycorner.co
Group poll results
Mini Poster
Article Summary
POGIL Worksheet
Completed
Concept Map
Diagram
Poster Rubric
Concept Map
Rubric
Article
Analysis
Rubric
Diagram
Rubric
Page 52 of 66
HS-LS2: Ecosystems: Interactions, Energy, and Dynamics
NGSS Performance
Expectation
Student Learning
Objectives (SLO)
Leveled Materials
and Media/School
Library Resources
Suggested Instructional
Activities
Suggested
Student Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation of
Special Needs Students
(SE, ELL, 504, G&T)
HS-LS2-1 Use
mathematical
and/or
computational
representations
to support
explanations of
factors that
affect carrying
capacity of
ecosystems at
different scales.
● Make scientific claims
and predictions about
how specific human
activities that impact
species diversity within
an ecosystem ultimately
influence ecosystem
stability.
● Build mathematical and
computer models of
population growth to
investigate a bird
species.
● Generate and compare J-
and S-shaped population
curves, then modify and
Defined STEM
NGSS Evidence
Statements
Carolina Biological
Inquiries in Science
Biology Argument
Driven Inquiry
Various leveled
texts available via
text, Prentice Hall
Biology, and in the
appendices of the
curriculum
document
Performance Task:
Botanical Design
http://www.definedstem.co
m/tasks/index.cfm?asset_g
uid=3472928A-AC48-
4498-A348-
61BE19A516DD
Inquiry Lab:
● Analyzing Population
Growth
http://www.carolina.co
m/inquiry-science-
ecology-
ecosystem/inquiries-in-
science-analyzing-
Scientific
report and
associated
budget
Lab Report
Mini Poster
Lab Report Rubric
Math Performance Task
Scoring Guide
Defined STEM
Performance Task Rubric
http://www.definedstem.c
om/tasks/index.cfm?asset
_guid=3472928A-AC48-
4498-A348-
61BE19A516DD
Photo Story
Defined STEM
Jefferson Labs
Brain Pop
Multisensory/
Interactive
PowerPoint/
SMART
notebook
presentation
Calculators
May include, but is not
limited to the following
as determined by the
classroom, ELL or
special education
teacher:
● Layered Curriculum
● Small groups
● Access to computers
for graphing
● Substitute projects
for written work
● 80% Grading
● Written and oral
directions
● Prompts for time
management
and cellular
respiration.
m/worksheets/carbon-
cycle.html
● Jigsaw expert groups
● Student Poll “Do all of
the cells in your body
need energy? Why or
why not?”
Page 53 of 66
improve the computer
models.
● Calculate the biomass
and energy transfer
between two trophic
levels in a barn owl.
● Construct an ecological
pyramid based on your
food choices.
Access to below
level resources can
be found in other
texts used in the
department (Middle
school through AP
Biology)
Various primary
sources and articles
at different levels
are available online
at:
https://student.societ
yforscience.org/topi
c/life
http://sciencenewsfo
rstudents.org
https://www.science
daily.com/
population-growth-kit-
refill/251457.pr
● Building Ecological
Pyramids
http://www.carolina.co
m/catalog/detail.jsp?pr
odId=251011&s_cid=e
dgate
● Exploring the Nitrogen
Cycle
http://www.carolina.co
m/catalog/detail.jsp?pr
odId=251010&s_cid=e
dgate
Computers –
use software to
create essay &
lab reports, etc.
pHET
simulations
Brain Pop
videos and
activities
Web lessons &
tutorials
Virtual Labs
● Adjust assignment
length
● Extended time for
completion of all
work
● Graphic organizers
for written work
● Calculators
● Word processing for
checking spelling,
grammar, etc.
● Science Academy
● Reteaching
enrichment activities
● Hands-on activities,
labs and modeling
● Acellus online
course
● Google voice to text
and translate
● Spanish glossary
● Video tutors (Ex.
Khan Academy,
Bozeman science,
BrainPop, Jefferson
Labs, etc.)Biology
EOC Preparation
● Long-term
individual research
projects
Modify instructional
approach and/or
assignments and evaluations as needed to
facilitate strong learning
for ELL students:
HS-LS2-2 Use
mathematical
representations
to support and
revise
explanations
based on
evidence about
factors
affecting
biodiversity
and populations
in
ecosystems of
different scales.
● As a “Crop Doctor”
determine the ideal crops
for your location based
upon the soil present in
Burlington or Edgewater
Park.
● Create a community
publication that
highlights the important
aspects of what soil is
made of that benefits
plant growth.
● Prediction how specific
human activities that
impact species diversity
Defined STEM
Hard to Teach
Biology Concepts
Various leveled
texts available via
text, Prentice Hall
Biology, and in the
appendices of the
curriculum
document
Access to below
level resources can
be found in other
texts used in the
department (Middle
school through AP
Biology)
Performance Task: Crop
Doctor
http://www.definedstem.co
m/tasks/index.cfm?asset_g
uid=D0F06EED-B22A-
4F8D-9108-
41E6F8155EDC#
Student Probe on
Biodiversity and Human
Impact
Soil
assessment
worksheet
Technical
report
Community
Publication Rubric
http://www.definedst
em.com/tasks/index.c
fm?asset_guid=D0F0
6EED-B22A-4F8D-
9108-
41E6F8155EDC
Student Probe
Citizen Science
Presentation
Page 54 of 66
influence ecosystem
stability.
Various primary
sources and articles
at different levels
are available online
at:
https://student.societ
yforscience.org/topi
c/life
http://sciencenewsfo
rstudents.org
https://www.science
daily.com/
Alternate Responses
(drawings with
captions, spoken
responses, etc.)
Advance/Guided
Notes
Extended time
Teacher Modeling
(non-verbal teacher
communication in
addition to spoken
instructions)
Simplified written
and verbal
instructions
ELL support
materials
(eDictionaries,
native language
prompts, etc.)
Google Translate
Differentiated
instruction to meet
varied needs and
levels of all students
Modify approaches,
assignments, and
evaluations as needed to
challenge gifted
students:
Increased
integration of higher
order thinking
processes, creative
and critical thinking
activities, problem-
solving, and open-ended tasks
HS-LS2-3 Construct and
revise an
explanation
based on
evidence
for the cycling
of matter and
flow of energy
in aerobic and
anaerobic
conditions.
● Convince the university's
trustees that they should
invest in the research
and development of
creating biofuels from
algae.
● Create a diagram to
highlight the biological
and chemical concepts
involved in the
conversion of algae into
a biofuel.
Defined STEM
NGSS Evidence
Statements
● Performance Task:
Microbiologist:
Alternative Energy
http://www.definedste
m.com/tasks/index.cfm
?asset_guid=4F4562F7
-75CE-4C8A-8633-
D717523B347C
Diagram
Multimedia
presentation
Technical
report
Location
abstract
Diagram
http://www.definedst
em.com/tasks/index.c
fm?asset_guid=4F45
62F7-75CE-4C8A-
8633-
D717523B347C
HS-LS2-4 Use
mathematical
representations
to support
claims for the
cycling of
matter and
flow of
energy among
● Develop a model to
show the relationships
among nitrogen and the
ecosystem including
parts that are not
observable but predict
observable phenomena.
Construct an explanation
of the effects of the
environmental and
NGSS Evidence
Statements
Carolina Biological
Biology Argument
Driven Inquiry
● Argument Driven
Inquiry: Surviving
Winter in the Dust
Bowl (Food Chains
and Trophic Levels)
http://ngss.nsta.org/Res
ource.aspx?ResourceI
D=147
● Of Microbes and Men
http://www.science-
Lab Report
Science
Notebook
Science Notebook
Grading Rubric
Math Performance
Task
Page 55 of 66
organisms in
an ecosystem
human factors on this
cycle.
● U
tilize an interactive
simulation to investigate
the chemical and energy
inputs and outputs of
photosynthesis.
● Investigate the response
of a yeast culture growth
to changes in habitat and
develop an
understanding of the
relationship between
population growth and
resource quality.
● Explore the flow of
energy through
ecosystems using an owl
pellet dissection to
calculate the biomass of,
and energy transfer
between, the two trophic
levels.
● Constructing an
ecological pyramid
based on your own food
choices.
live.org/teachers/Nitro
genGame.html
Inquiry Lab:
● Analyzing Yeast
Population Growth;
http://www.carolina.co
m/catalog/detail.jsp?pr
odId=251012&s_cid=e
dgate
● Building Ecological
Pyramid
http://www.carolina.co
m/catalog/detail.jsp?pr
odId=251011&s_cid=e
dgate s
● Interacting Populations
http://www.carolina.co
m/teacher-
resources/Document/in
quiries-in-science-
environmental-science-
interacting-
populations-kit-
sample-teachers-
manual/tr12085.tr
Self-regulated group
interaction
Advanced pacing
levels
Greater
opportunities for
freedom of choice
and independent
study that encourage
independent and
intrinsic learning
Designing and
testing experiments
with teacher
support.
HS-LS2-5 Develop a
model to
illustrate the
role
of photosynthes
is and cellular
● Compare and contrast
photosynthesis and
respiration using Elodea
under light and dark
conditions.
NGSS Evidence
Statements
Carolina Biological
Inquiries
Inquiry Lab: Energizing
Cells;
http://www.carolina.com/c
atalog/detail.jsp?prodId=25
1004&s_cid=edgate
Page 56 of 66
respiration in
the cycling of
carbon among
the biosphere,
atmosphere,
hydrosphere,
and geosphere.
● Produce and conduct a
scientific investigation to
test factors that might
limit or improve the rate
of cellular respiration by
yeast.
● Develop a model to
show the relationships
among nitrogen and the
ecosystem including
parts that are not
observable but predict
observable phenomena.
● Construct an explanation
of the effects of the
environmental and
human factors on this
cycle.
Science Live
Website
http://www.science-
live.org/teachers/Ni
trogenGame.html
Page 57 of 66
HS-LS2-6 Evaluate the
claims,
evidence, and
reasoning
that the
complex
interactions in
ecosystems
maintain
relatively
consistent
numbers and
types of
organisms in
stable
conditions, but
changing
conditions may
result in a new
ecosystem
● Evaluate a scenario in
which a farm family is
trying to survive a dust
bowl winter with limited
food and water resources
using data of nutritional
requirements to argue for
the best strategy.
● Design and execute a
controlled experiment to
test a hypothesis about a
specific case of animal
behavior
● Educate people about the
long-term dangers of
releasing pets into the
wild by developing a
national awareness
campaign to be used by
pet stores around the
country.
NGSS Evidence
Statements
Defined STEM
Process Oriented
Guided-Inquiry
Learning (POGIL)
Biology Argument
Driven Inquiry
Surviving Winter In The
Dust Bowl (Food Chains
And Trophic Levels)
http://learningcenter.nsta.o
rg/resource/?id=10.2505/9
781936137275.9
Performance Task:
Ecologist: Invasive
Species;
http://www.definedstem.co
m/tasks/index.cfm?asset_g
uid=F5EE05D5-BD7B-
4D28-B33E-
ED240A605019
Animal Behavior
http://www.phschool.com/
science/biology_place/labb
ench/lab11/intro.html
Brochure
Magazine
Article
Podcast
Sales Pitch
Webpage
Rubrics:
● Brochure
Grading
● Magazine Article
● Podcast
● Sales Pitch
● Webpage
HS-LS2-7 Design,
evaluate, and
refine a
solution
for reducing
the impacts of
human
activities on the
environment
and
biodiversity.
● Collect data during a
simulation and use it to
support their explanation
of natural selection in a
rabbit population and
how populations change
over time when biotic or
abiotic factors change.
● Make scientific claims
and predictions about
how specific human
activities that impact
species diversity within
Defined STEM
NGSS Evidence
Statements
Bunny Population Growth
Activity
https://phet.colorado.edu/e
n/simulation/natural-
selection
Performance Tasks:
● Agricultural Lobbyist
http://www.definedste
m.com/tasks/index.cfm
?asset_guid=597FD03
0-75A9-4596-B01D-
4677A8F8E240
Scientific
Drawing
Debate
Graphic
presentation
Research
overview
report
Webpage
Informational
Brochure
Magazine Article
Podcast
Sales Pitch/ Oral
Presentation
Website
Page 58 of 66
an ecosystem ultimately
influence ecosystem
stability.
● Create persuasive
materials that will help
concerned groups and
lawmakers understand
the benefits of
genetically modified
organisms (GMO).
● Present the research
conducted on electronics
components and
recycling, the variables
considered, and the
conclusions drawn based
upon your findings. Give
the audience a clear
understanding of the
research process and a
rationale as to why they
should make their
decision.
● Environmental
Economist: Recycling
http://www.definedste
m.com/tasks/index.cfm
?asset_guid=A6E67C
D2-4E6D-4C77-A437-
7243A2917309
● Earth Scientist
http://www.definedste
m.com/tasks/index.cfm
?asset_guid=3E5BE3A
A-6640-49D3-A4E1-
C70D3C009F11
● Wind Energy
Specialist
http://www.definedste
m.com/tasks/index.cfm
?asset_guid=8DEC7F7
D-0D0A-46BF-8F7B-
D89BBA1C6152
HS-LS2-8 Evaluate the
evidence
for the role
of group
behavior on
individual and
species’
chances to
survive and
reproduce.
● Analyze data to
determine how
population distribution is
regulated.
● Illustrate how
interactions among
living systems and with
their environment result
in the movement of
matter and energy.
POGIL Population Distribution
Population Growth
POGIL
worksheet
Science Notebook
Page 59 of 66
HS-LS3: Heredity: Inheritance and Variation of Traits
NGSS Performance
Expectation
Student Learning
Objectives (SLO)
Leveled
Materials and
Media/School
Library
Resources
Suggested
Instructional
Activities
Suggested
Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation of Special Needs
Students (SE, ELL, 504, G&T)
HS-LS3-1 Ask questions
to clarify
relationships
about the role
of DNA and
chromosomes
in coding the
instructions for
characteristic
traits passed
from parents to
offspring
Explain how the process of
meiosis results in the passage
of traits from parent to
offspring, and how that
results in increased genetic
diversity necessary for
evolution.
Defined
STEM
NGSS
Evidence
Statements
Performance Task:
Genealogist;
http://www.define
dstem.com/tasks/in
dex.cfm?asset_gui
d=6F0321DF-
C191-46E4-8C20-
292B9321AAC2
Newspaper
article
Oral history
interview
http://www.defi
nedstem.com/tas
ks/index.cfm?as
set_guid=6F032
1DF-C191-
46E4-8C20-
292B9321AAC2
Photo Story
Defined STEM
Jefferson Labs
Brain Pop
Multisensory/
Interactive
PowerPoint/
SMART
notebook
presentation
Calculators
Computers – use
software to
create essay &
lab reports, etc.
pHET
simulations
Brain Pop videos
and activities
May include, but is not limited to the
following as determined by the
classroom, ELL or special education
teacher:
● Layered Curriculum
● Small groups
● Access to computers for graphing
● Substitute projects for written work
● 80% Grading
● Written and oral directions
● Prompts for time management
● Adjust assignment length
● Extended time for completion of all
work
● Graphic organizers for written
work
● Calculators
● Word processing for checking
spelling, grammar, etc.
● Science Academy
● Reteaching enrichment activities
● Hands-on activities, labs and
modeling
● Acellus online course
● Google voice to text and translate
● Spanish glossary
● Video tutors (Ex. Khan Academy,
Bozeman science, BrainPop,
HS-LS3-2 Make and
defend a claim
based on
evidence
that inheritable
genetic
variations may
result from: (1)
new genetic
combinations
through
meiosis, (2)
viable errors
occurring
during
● Determine how meiosis
and fertilization provide
the basis for inheritance
of genes.
● Interpret Punnett squares
to predict the genotypes
of offspring and
determination of
phenotypes based on
understanding recessive
and dominant alleles.
● Survey the limitations of
Punnett square
predictions.
NGSS
Evidence
Statements
Serendip
Soap Opera
Genetics: Genetics
to Resolve Family
Arguments
http://serendip.bryn
mawr.edu/sci_edu/
waldron/#genetics
Punnett
Square
Illustration,
Analysis and
Summary
Science
Notebook
Page 60 of 66
replication,
and/or (3)
mutations
caused by
environmental
factors
Web lessons &
tutorials
Virtual Labs
Jefferson Labs, etc.)Biology EOC
Preparation
● Long-term individual research
projects
Modify instructional approach and/or
assignments and evaluations as needed
to facilitate strong learning for ELL
students:
Alternate Responses (drawings
with captions, spoken responses,
etc.)
Advance/Guided Notes
Extended time
Teacher Modeling (non-verbal
teacher communication in addition
to spoken instructions)
Simplified written and verbal
instructions
ELL support materials
(eDictionaries, native language
prompts, etc.)
Google Translate
Differentiated instruction to meet
varied needs and levels of all
students
Modify approaches, assignments, and
evaluations as needed to challenge
gifted students:
Increased integration of higher
order thinking processes, creative
and critical thinking activities,
problem-solving, and open-ended
tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom
of choice and independent study
that encourage independent and
intrinsic learning
Designing and testing experiments
with teacher support.
HS-LS3-3 Apply concepts
of statistics and
probability to
explain the
variation and
distribution of
expressed traits
in a population
● Explain how errors can
occur during replication,
and how mutations are
caused by environmental
factors
● Organize the given data
by the frequency, to
some environmental
factor based on reliable
evidence.
● Develop a model that
explains what happens
to the chromosomes
within a cell during each
stage of meiosis.
NGSS
Evidence
Statements
Process
Oriented
Guided-
Inquiry
Learning
(POGIL)
Biology
Argument
Driven Inquiry
POGIL: Meiosis
ADI: How Does the
Process of Meiosis
Reduce the Number
of Chromosomes in
Reproductive Cells?
POGIL
Worksheet
Lab Proposal
Argumentatio
n Session
Lab Report
Science
Notebook
Lab Report
Rubric
Oral
Presentation
Evaluation
Page 61 of 66
HS-LS4: Biological Evolution: Unity and Diversity
NGSS Performance
Expectation
Student Learning
Objectives (SLO)
Leveled
Materials and
Media/School
Library
Resources
Suggested
Instructional
Activities
Suggested
Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)
HS-LS4-
1
Communicate
scientific
information
that common
ancestry and
biological
evolution are
supported by
multiple lines of
empirical evidence
● Explain the origin of
similar traits in families as
the passing on of genes in
DNA.
● Compare and contrast the
homologous bone structure
of diverse organisms to
show related ancestry.
● Use DNA comparison to
support relatedness
between species through
evolution.
NGSS Evidence
Statements
Process Oriented
Guided-Inquiry
Learning
(POGIL)
Biology
Argument Driven
Inquiry
Inquiry Lab:
Natural Selection
POGIL:
Biological
Classification
Lab Report
Assessment
Questions
Lab Report
Science
Notebook
Quiz
Photo Story
Defined
STEM
Jefferson Labs
Brain Pop
Multisensory/
Interactive
PowerPoint/
SMART notebook
presentation
Calculators
Computers – use
software to create
essay & lab
reports, etc.
pHET simulations
Brain Pop videos
and activities
● Structure lessons around
questions that are authentic,
relate to students’ interests,
social/family background and
knowledge of their
community.
● Provide students with
multiple choices for how they
can represent their
understandings (e.g.
multisensory techniques-
auditory/visual aids; pictures,
illustrations, graphs, charts,
data tables, multimedia,
modeling).
● Provide opportunities for
students to connect with
people of similar backgrounds
(e.g. conversations via digital
tool such as SKYPE, experts
from the community helping
with a project, journal articles,
and biographies).
● Provide multiple grouping
opportunities for students to
share their ideas and to
encourage work among
HS-
LS4-2
Construct an
explanation based
on evidence that
the process of
evolution primaril
y results from four
factors: (1) the
potential for a
species to increase
in number, (2) the
heritable genetic
variation of
individuals in a
species due to
mutation and
● Create a presentation
diagramming the
similarities and differences
between Pennsylvania
hardwoods and softwoods
while considering the
effects of deer browse on
forests and how installing a
deer fence protects
seedlings and how location
impacts the ecosystem?
● Group different organisms
into six kingdoms and
three domains.
NGSS Evidence
Statements
Process Oriented
Guided-Inquiry
Learning
(POGIL)
Defined STEM
Performance Task:
Forester
http://www.define
dstem.com/tasks/i
ndex.cfm?asset_g
uid=14019B32-
80F1-4E90-88D8-
A78C1AC7D18A
POGIL: Evolution
and Selection
Multimedia
presentation
Assessment
Questions
Multimedia
presentation
http://www.defin
edstem.com/tasks
/index.cfm?asset
_guid=14019B32
-80F1-4E90-
88D8-
A78C1AC7D18
A
Quiz
Page 62 of 66
sexual
reproduction, (3)
competition for
limited resources,
and (4) the
proliferation of
those organisms
that are better able
to survive and
reproduce in the
environment.
● Recognize how a scientific
name is written and to
what each name part
refers.
● Identify the eight levels of
organization and use these
to determine relatedness of
different organisms.
Web lessons &
tutorials
Virtual Labs
various backgrounds and
cultures (e.g. multiple
representation and multimodal
experiences).
● Engage students with a
variety of Science and
Engineering practices to
provide students with multiple
entry points and multiple
ways to demonstrate their
understandings.
● Use project-based science
learning to connect science
with observable phenomena.
● Structure the learning around
explaining or solving a social
or community-based issue.
● Provide ELL students with
multiple literacy strategies.
● Collaborate with after-school
programs or clubs to extend
learning opportunities.
● Structure lessons around
questions that are authentic,
relate to students’ interests,
social/family background and
knowledge of their
community.
● Provide students with
multiple choices for how they
can represent their
HS-LS4-
4
Construct an
explanation based
on evidence for
how natural
selection leads
to adaptation of
populations.
● Synthesize data to explain
how populations of
organisms can change over
a period of time.
Biology Rocks!
POGIL
Defined STEM
Iowa State
University
Extension: Soil
Management/Env
ironment
http://www.agron
ext.iastate.edu/sm
se/
Penn State
Extension: Soil
Quality
Assessment http:/
/pubs.cas.psu.edu
/FreePubs/pdfs/u
c170.pdf
University of
Minnesota
Extension: Soil
Inquiry Lab:
Natural Selection
POGIL: Evolution
and Selection
Assessment
Questions
Mini Poster
Worksheet
Quiz
Mini Poster
HS-LS4-
5 Evaluate the
evidence supporting
claims that changes
in environmental
conditions may
result in: (1)
increases in the
number of
individuals of some
species, (2) the
emergence of new
species over time,
and (3) the
extinction of other
species.
● Distinguish between
selection that is the result
of human choices and
selection that is the result
of environmental changes.
Performance
Task: Crop
Doctor
http://www.defin
edstem.com/tasks
/index.cfm?asset_
guid=D0F06EED
-B22A-4F8D-
9108-
41E6F8155EDC#
Inquiry Lab:
Evidence for
Evolution
Soil
assessment
worksheet
Technical
report
http://www.defin
edstem.com/tasks
/index.cfm?asset
_guid=D0F06EE
D-B22A-4F8D-
9108-
41E6F8155EDC
Page 63 of 66
http://www.exten
sion.umn.edu/dist
ribution/cropsyst
ems/DC7399.htm
l
POGIL
Biology Rocks!
POGIL: Evidence
for Evolution
understandings (e.g.
multisensory techniques-
auditory/visual aids; pictures,
illustrations, graphs, charts,
data tables, multimedia,
modeling).
● Provide opportunities for
students to connect with
people of similar backgrounds
(e.g. conversations via digital
tool such as SKYPE, experts
from the community helping
with a project, journal articles,
and biographies).
● Provide multiple grouping
opportunities for students to
share their ideas and to
encourage work among
various backgrounds and
cultures (e.g. multiple
representation and multimodal
experiences).
● Engage students with a
variety of Science and
Engineering practices to
provide students with multiple
entry points and multiple
ways to demonstrate their
understandings.
● Use project-based science
learning to connect science
with observable phenomena.
HS-LS4-
6 Create or revise a
simulation to test a
solution to
mitigate
adverse impacts of
human activity on
biodiversity.
● Model the effects of human
activity on a threatened or
endangered species or to the
genetic variation within a
species.
● Utilize quantitative data
about the effect of the
solutions on threatened or
endangered species.
● Make scientific claims and
predictions about how
specific human activities
that impact species diversity
within an ecosystem
ultimately influence
ecosystem stability.
● Describe the components
that are modeled by the
computational simulation,
including human activity
and the factors that affect
biodiversity.
● Describe the variables that
can be changed by the user
to evaluate the proposed
NGSS Evidence
Statements
Defined STEM
Biology Rocks!
Performance Task:
Industrial
Engineer/Inventor
(Solar Power)
http://www.define
dstem.com/tasks/i
ndex.cfm?asset_g
uid=C0BC267E-
F606-4722-A152-
E6EF372554F5
Performance Task:
Civil Engineer:
Water Treatment
http://www.define
dstem.com/tasks/i
ndex.cfm?asset_g
uid=F5EE05D5-
BD7B-4D28-
B33E-
ED240A605019
Diagram
Demonstration
Informational
brochure
Website
Oral
presentation
Position paper
Lab report
Models
http://www.defin
edstem.com/tasks
/index.cfm?asset_
guid=C0BC267E
-F606-4722-
A152-
E6EF372554F5
Demonstration
http://www.defin
edstem.com/tasks
/index.cfm?asset_
guid=80625E88-
CE1A-4080-
B5B7-
2BFE293F98D8
Page 64 of 66
solutions, trade-offs, or
other decisions.
● Construct a benefit/ risk
analysis using logical and
realistic inputs for the
simulation that show an
understanding of the
reliance of ecosystem
function and productivity on
biodiversity, and that take
into account the constraints
of cost, safety, and
reliability as well as cultural
and environmental impacts.
● Compare the simulation
results to expected results.
Revise the simulation to
provide sufficient
information to evaluate the
solution.
Inquiry Lab:
Algae as Biofuel
● Structure the learning around
explaining or solving a social
or community-based issue.
● Provide ELL students with
multiple literacy strategies.
● Collaborate with after-school
programs or clubs to extend
learning opportunities.
HS-
LS1-6
Construct and
revise an
explanation based
on evidence for
how carbon,
hydrogen, and
oxygen from sugar
molecules may
combine with other
elements to
form amino acids
and/or other large
carbon-based
molecules.
Build a molecular model
how carbohydrate, lipid,
nucleic acid, and protein
are used by living systems
to devise four groups of
organic compounds.
Read, annotate, analyze
and summarize an
informational text to
understand how a slight
change in the chemical
structure, ethyl to methyl
can turn a substance into a
poison.
Biology Corner
Process Oriented
Guided-Inquiry
Learning
(POGIL)
Biology
Argument Driven
Inquiry
Synthesizing
Macromolecules
http://www.carolin
a.com/catalog/deta
il.jsp?prodId=251
000&s_cid=edgate
Concept Map –
Organic
Compounds http://
www.biologycorne
r.com/worksheets/
conceptmap-
organic.html
Biochemistry
Vocabulary
Crossword Puzzle
Lab Report
Mini Poster
Article
Summary
Completed
Crossword
Puzzle
Lab Report
Rubric
Poster Rubric
Concept Map
Rubric
Article
Analysis
Rubric
● Structure lessons around
questions that are authentic,
relate to students’ interests,
social/family background and
knowledge of their
community.
● Provide students with
multiple choices for how they
can represent their
understandings (e.g.
multisensory techniques-
auditory/visual aids; pictures,
Page 65 of 66
http://www.biolog
ycorner.com/works
heets/biochem_cro
ssword.html
Literacy Task:
Wood Alcohol
Poisonings
http://www.biolog
ycorner.com/work
sheets/articles/woo
d_alcohol.html
illustrations, graphs, charts,
data tables, multimedia,
modeling).
● Provide opportunities for
students to connect with
people of similar backgrounds
(e.g. conversations via digital
tool such as SKYPE, experts
from the community helping
with a project, journal articles,
and biographies).
HS-
LS1-7
Use a model to
illustrate
that cellular
respiration is a
chemical process
whereby the bonds
of food molecules
and oxygen
molecules are
broken and the
bonds in new
compounds are
formed resulting
in a net transfer of
energy.
Develop and use a model
explain the carbon-based
molecules protein,
carbohydrates, and lipids
and what components
make up each.
Utilize a respirometer to
measure the rate of
oxygen consumption by
using germinating and
non-germinating seeds.
Map of the steps involved
in cellular respiration.
Identify how respiration
and photosynthesis are
related.
Examine a case of
poisoning to summarize
how cyanide interferes
with the functioning of
the mitochondria and
cellular respiration.
NGSS Evidence
Statements
Biology Corner
Biology
Argument Driven
Inquiry
Hard-to-Teach
Biology Concepts
Cellular
Respiration Virtual
Lab;
http://biologycorne
r.com/worksheets/c
ellular_respiration_
AP_Lab5_virtual.ht
ml OR Respiration
https://www.njctl.o
rg/courses/science/
biology/energy-
processing/cellular-
respiration-lab/
POGIL: Cellular
Respiration
Case
Study: Mystery of
the Seven Deaths;
http://sciencecases.l
ib.buffalo.edu/cs/fil
es/cellular_respirati
on.pdf
Concept Map;
http://www.biology
Group poll
results
Mini Poster
Article
Summary
POGIL
Worksheet
Completed
Concept Map
Diagram
Poster Rubric
Concept Map
Rubric
Article
Analysis
Rubric
Diagram
Rubric
Page 66 of 66
corner.com/worksh
eets/conceptmap_c
ellresp.html
Diagram: The
Carbon Cycle;
http://biologycorne
r.com/worksheets/c
arbon-cycle.html
Jigsaw expert
groups
Student Poll “Do
all of the cells in
your body need
energy? Why or
why not?”