CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM 7 through 12 Curriculum Index...AP Biology is...

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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


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

http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781938946486

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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

http://www.biologycorner.com/

http://www.njctl.org/courses/science/biology/

http://www.ck12.org/biology/

http://concord.org/ngss/

http://www.definedstem.com/

http://education.jlab.org/indexpages/teachers.html

http://sciencecases.lib.buffalo.edu/cs/

http://www.nextgenscience.org/next-generation-science-standards

http://www.nextgenscience.org/sites/ngss/files/HSLS1EvidenceStatements060215.pdf

http://www.state.nj.us/education/modelcurriculum/sci/bio.shtml

https://www.opened.com/

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.

http://www.nextgenscience.org/

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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.


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.


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:


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.


Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).


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:


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.


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.


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:


By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

http://www.corestandards.org/ELA-Literacy/RST/9-10/1/










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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.


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.

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/a/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/b/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/c/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/d/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/e/


http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/a/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/b/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/c/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/d/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/e/

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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).


(See note; not applicable as a separate requirement)

Production and Distribution of Writing:


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


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.


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:


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.


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.


Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing:


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.


Define appropriate quantities for the purpose of descriptive modeling.


Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

http://www.corestandards.org/Math/Practice/MP2/

http://www.corestandards.org/Math/Practice/MP4/

http://www.corestandards.org/Math/Content/HSN/Q/A/1/



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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.


Use the relation i2 = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.


(+) 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.


(+) 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°.


(+) 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.


(+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x - 2i).


(+) 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.*

http://www.corestandards.org/Math/Content/HSN/CN/A/1/



http://www.corestandards.org/Math/Content/HSN/CN/B/4/



http://www.corestandards.org/Math/Content/HSN/CN/C/7/



http://www.corestandards.org/Math/Content/HSA/SSE/A/1/

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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).


Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.


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

http://www.corestandards.org/Math/Content/HSA/SSE/A/1/a/

http://www.corestandards.org/Math/Content/HSA/SSE/A/1/b/

http://www.corestandards.org/Math/Content/HSA/SSE/A/2/

http://www.corestandards.org/Math/Content/HSA/SSE/B/3/

http://www.corestandards.org/Math/Content/HSA/SSE/B/3/a/

http://www.corestandards.org/Math/Content/HSA/SSE/B/3/b/

http://www.corestandards.org/Math/Content/HSA/SSE/B/3/c/

http://www.corestandards.org/Math/Content/HSA/SSE/B/4/

http://www.corestandards.org/Math/Content/HSF/IF/A/1/



http://www.corestandards.org/Math/Content/HSF/IF/B/4/

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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.*


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.*


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.


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.


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.



http://www.corestandards.org/Math/Content/HSF/IF/C/7/

http://www.corestandards.org/Math/Content/HSF/IF/C/7/a/

http://www.corestandards.org/Math/Content/HSF/IF/C/7/b/

http://www.corestandards.org/Math/Content/HSF/IF/C/7/c/

http://www.corestandards.org/Math/Content/HSF/IF/C/7/d/

http://www.corestandards.org/Math/Content/HSF/IF/C/7/e/


http://www.corestandards.org/Math/Content/HSF/IF/C/8/a/

http://www.corestandards.org/Math/Content/HSF/IF/C/8/b/


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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.


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.


(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

http://www.corestandards.org/Math/Content/HSF/BF/A/1/

http://www.corestandards.org/Math/Content/HSF/BF/A/1/a/

http://www.corestandards.org/Math/Content/HSF/BF/A/1/b/

http://www.corestandards.org/Math/Content/HSF/BF/A/1/c/

http://www.corestandards.org/Math/Content/HSF/BF/A/2/

http://www.corestandards.org/Math/Content/HSF/BF/B/3/


http://www.corestandards.org/Math/Content/HSF/BF/B/4/a/

http://www.corestandards.org/Math/Content/HSF/BF/B/4/b/

http://www.corestandards.org/Math/Content/HSF/BF/B/4/c/

http://www.corestandards.org/Math/Content/HSF/BF/B/4/d/


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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.

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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

https://docs.google.com/document/d/1sXetBUgt7tumJkdA9TikN9p46MSSIMqKlD_hS6LHVFk/edit?usp=sharing

https://docs.google.com/document/d/1sXetBUgt7tumJkdA9TikN9p46MSSIMqKlD_hS6LHVFk/edit?usp=sharing

https://docs.google.com/document/d/1sXetBUgt7tumJkdA9TikN9p46MSSIMqKlD_hS6LHVFk/edit?pref=2&pli=1




https://drive.google.com/file/d/0Bx72aSXCBO09RGh6dW4ybm8yT2s/view



https://www.biologycorner.com/worksheets/articles/wood_alcohol.html





http://www.nytimes.com/2013/03/22/science/space/planck-satellite-shows-image-of-infant-universe.html?ref=space




http://www.nytimes.com/2011/07/28/science/28life.html

http://www.nytimes.com/2011/07/28/science/28life.html

http://www.smithsonianmag.com/science-nature/The-Origins-of-Life.html

http://www.smithsonianmag.com/science-nature/The-Origins-of-Life.html

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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


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

https://docs.google.com/document/d/1G07UFAEkdvlIMSkfLi6biBSeGS4P3y2iGNZXooT7x_s/edit


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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


LS1.C


Practices: 2, 3 & 6


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



http://phys.org/news163172312.html

http://phys.org/news163172312.html

http://ppi.fli-leibniz.de/PPI_PDF_free/scott_pawson_SCIENTIFIC_AMERICAN_2000.pdf




http://www.endocrineweb.com/conditions/diabetes/normal-regulation-blood-glucose




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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.


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?


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.

http://www.endocrineweb.com/conditions/diabetes/diabetes-what-insulin



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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

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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.


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?


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.

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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



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

http://study.com/articles/Careers_in_Cell_Research_Job_Options_and_Education_Requirements.html




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.


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?


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


nt/d/1BYGcSlV4ufjg-

7dcKtPUYMD3O90fsBd44V-

9Lujn1xE/edit

o Cholera


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.

https://docs.google.com/document/d/1toObMpxB--1_k38YdKZzI2i-6w17LsDJnFd65DZGmOI/edit




https://www.biologycorner.com/worksheets/case_study_cystic_fibrosis.html



https://drive.google.com/file/d/0Bx72aSXCBO09Qno3YVoyYXpOM28/view



https://docs.google.com/document/d/1BYGcSlV4ufjg-7dcKtPUYMD3O90fsBd44V-9Lujn1xE/edit




https://docs.google.com/document/d/1MS9N_CNfSzDUGNpFSoVnMs9XnK3cFh-Gj3lwppIIZko/edit




https://www.biologycorner.com/worksheets/case_study_bacteria_resistance.html

http://www.scientificamerican.com/article.cfm?id=are-viruses-alive-2004



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.



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.



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.


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?


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




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


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

http://www.naturalnews.com/gene_expression.html

http://www.naturalnews.com/gene_expression.html

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.


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.


impact of excess sun exposure

on skin cancer rate in humans.


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.

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.


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?


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.



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

http://www.nature.com/scitable/topic/cell-cycle-and-cell-division-14122649



http://www.hhmi.org/biointeractive/eukaryotic-cell-cycle-and-cancer



http://www.hhmi.org/biointeractive/colorizing-skin-cells

http://www.hhmi.org/biointeractive/colorizing-skin-cells

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


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


LS3.A-B


Practices: 2, 3 & 6


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.

https://www.biologycorner.com/worksheets/case_study_calico.html


https://docs.google.com/document/d/1R3S2I9ngS80BubwBve9loLXDyXp2J7JDKZ-nFXMCtxA/edit?usp=sharing

https://docs.google.com/document/d/1R3S2I9ngS80BubwBve9loLXDyXp2J7JDKZ-nFXMCtxA/edit



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.


How do organisms pass information onto the next generation?

Why do some traits and diseases not appear in every

generation?


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


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 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.



https://www.biologycorner.com/worksheets/drosophilab.html




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


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


impact of excess sun exposure

on skin cancer rate in humans.


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

https://docs.google.com/document/d/1PqJ0790oqeX5W69qXiaGIghM822bQkfJ1hDCS2Ou2rY/edit





https://docs.google.com/presentation/d/1PMo2kwfGJM3-R-hNPHoj7xt4y3jgqnXK_lSo-BrM31c/edit





http://www.hhmi.org/biointeractive/animated-life-mary-leakey

http://www.hhmi.org/biointeractive/animated-life-mary-leakey

http://www.hhmi.org/biointeractive/how-did-we-get-here

http://www.hhmi.org/biointeractive/how-did-we-get-here

http://www.hhmi.org/biointeractive/reading-primary-sources-darwin-and-wallace



https://docs.google.com/document/d/1XiguftCpMnS6kAH9upMH6kMUnEMojjK6vajMWfvGkbU/

https://docs.google.com/document/d/1XiguftCpMnS6kAH9upMH6kMUnEMojjK6vajMWfvGkbU/

https://docs.google.com/document/d/1XiguftCpMnS6kAH9upMH6kMUnEMojjK6vajMWfvGkbU/edit?pref=2&pli=1





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.


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


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



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


ve/virus-explorer

Explore the similarities and

differences of a variety of

viruses by sorting them based on

structure, genomic make-up,

http://www.hhmi.org/biointeractive/stickleback-evolution-virtual-lab



https://www.biologycorner.com/worksheets/fossilrecord.html



http://www.hhmi.org/biointeractive/color-variation-over-time-rock-pocket-mouse-populations





https://www.dropbox.com/s/2wka9dzxc3p53mt/%2803%20Evolution%29%20apple-maggot-evolution.pdf?dl=0






http://www.npr.org/2014/07/04/328206581/dance-of-human-evolution-was-herky-jerky-fossils-suggest





http://www.hhmi.org/biointeractive/virus-explorer

http://www.hhmi.org/biointeractive/virus-explorer

of 66


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.






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 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


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.


ve/guide-biologist-gorongosa

Health/PE – Examine the impact

of excess sun exposure on skin

cancer rate in humans.

http://www.hhmi.org/biointeractive/guide-biologist-gorongosa

http://www.hhmi.org/biointeractive/guide-biologist-gorongosa

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


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.






https://www.biologycorner.com/worksheets/case_study_population.html




https://www.biologycorner.com/worksheets/case_study_bullfrogs.html




https://docs.google.com/presentation/d/1hjAlwRhtbD02lR2PfdyEdkpvkz_4Ke_s_4mCFSzRY64/edit?usp=sharing

https://docs.google.com/presentation/d/1hjAlwRhtbD02lR2PfdyEdkpvkz_4Ke_s_4mCFSzRY64/edit?usp=sharing

https://docs.google.com/presentation/d/1Ym0imij2LSb5UTztXs54zne38ECKHFsynzHKNoAdNNc/edit?usp=sharing

https://docs.google.com/presentation/d/1Ym0imij2LSb5UTztXs54zne38ECKHFsynzHKNoAdNNc/edit?usp=sharing

https://docs.google.com/presentation/d/1hjAlwRhtbD02lR2PfdyEdkpvkz_4Ke_s_4mCFSzRY64/edit


https://www.learner.org/courses/envsci/unit/text.php?unit=4&secNum=3



http://www.learner.org/courses/mathilluminated/units/11/textbook/06.php



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.


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?


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


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.





http://glencoe.mheducation.com/sites/dl/free/0078757134/383928/BL_04.html




https://www.biologycorner.com/worksheets/animal_behavior_lab.html




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

http://participatoryscience.org/

http://earthquake.usgs.gov/

http://www.education.noaa.gov/

http://www.education.noaa.gov/

https://student.societyforscience.org/topic/life


http://sciencenewsforstudents.org/



http://participatoryscience.org/data-activity/practice-time-series-earthquake-data





http://www.education.noaa.gov/Climate/Climate_Change_Impacts.html






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


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


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

http://participatoryscience.org/

http://vimeo.com/

http://participatoryscience.org/curriculum-activity/culvert-activity





http://vimeo.com/24480198-

http://vimeo.com/24480198-

http://www.dlese.org/library/literacy_maps/?id=SMS-MAP-1698









http://participatoryscience.org/sites/default/files/ML3-PRAC_Carbon%20Emissions.docx



http://participatoryscience.org/standard/hs-ess3-6





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.

http://www.earthsciweek.org/sites/default/files/Activities/GuardingResources.pdf





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




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:


● Small groups


graphing

● Substitute projects for written

work

● 80% Grading

● Written and oral directions

● Prompts for time management


● 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



translate


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

http://www.earthsciweek.org/







http://www.earthsciweek.org/classroom-activities/measure-measure





of 66

through

engineering.


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.)


Extended time

Teacher Modeling (non-verbal

teacher communication in

addition to spoken instructions)

Simplified written and verbal

instructions


(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




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

http://www.stanford.edu/group/inquiry2insight/cgi-bin/vu-r1a/vu.php



http://ngm.nationalgeographic.com/2011/04/ocean-acidification/kolbert-text



https://www.teachingchannel.org/videos/student-participation-popcorn-share







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


encourage independent and

intrinsic learning



support.



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




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



NA_snorks.html

● How DNA Controls

the Workings of a Cell



NAcontrols.html

● Simulation: DNA

Sequencing in

Bacteria;



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




teacher:


● Small groups


graphing


work

● 80% Grading





all work


work

● Calculators



● Science Academy



modeling



translate




https://www.njctl.org/courses/science/biology/anatomy-and-physiology/





http://www.biologycorner.com/worksheets/DNA_extraction.html



http://www.biologycorner.com/worksheets/DNA_snorks.html



http://www.biologycorner.com/worksheets/DNAcontrols.html



http://www.biologycorner.com/worksheets/DNA_sequence_bacteria.html




http://www.dnaftb.org/

https://phet.colorado.edu/en/simulation/gene-expression-basics

of 66

http://sciencenewsforstud

ents.org

https://www.sciencedaily.

com/

du/en/simulation/gene-

expression-basics

Virtual Labs




projects




for ELL students:



etc.)


Extended time





instructions



prompts, etc.)

Google Translate



all students








open-ended tasks






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


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


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


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







http://www.carolina.com/catalog/detail.jsp?prodId=251001&s_cid=edgate


http://www.carolina.com/inquiry-science-cell/inquiries-in-science-investigating-cell-types-kit/251001.pr






http://www.carolina.com/inquiry-science-genetics/inquiries-in-science-discovering-nucleic-acids-kit/FAM_251005.pr






http://www.biologycorner.com/worksheets/earthworm_dissection_virtual.html




http://www.biologycorner.com/worksheets/frog_external.html


of 66

og_external.html

OR Frog Dissection

Alternative


ner.com/worksheets/fr

og_alternative.html

● Rat Dissection


ner.com/worksheets/ra

t_intro.html


intrinsic learning



support.




teacher:


● Small groups


graphing


work

● 80% Grading





all work


work

● Calculators



● Science Academy



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


Inquiry

Carolina Biological

Biology Corner

Process Oriented Guided-

Inquiry Learning

(POGIL)

● ADI: Osmosis and

Diffusion

● Examining Cellular

Transport


m/inquiry-science-

cell/inquiries-in-

science-cell-biology-

lab-package/251101.pr

● Graphic: Feedback

loops, insulin and

glucagon


ner.com/worksheets/fe

edback_loops.htmlhttp

://www.biologycorner.

com/worksheets/feedb

ack_loops.html

● Heart Rate and

Exercise


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


http://www.biologycorner.com/worksheets/frog_alternative.html



http://www.biologycorner.com/worksheets/rat_intro.html



http://correlation.edgate.com/services/cui/www.carolina.com/catalog/detail.jsp?prodId=251022&s_cid=edgate

http://correlation.edgate.com/services/cui/www.carolina.com/catalog/detail.jsp?prodId=251022&s_cid=edgate

http://www.carolina.com/inquiry-science-cell/inquiries-in-science-cell-biology-lab-package/251101.pr





http://www.biologycorner.com/worksheets/feedback_loops.htmlhttp:/www.biologycorner.com/worksheets/feedback_loops.html






http://www.biologycorner.com/worksheets/exercise-pulse.html



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


ner.com/worksheets/ar

ticles/cancer.html

● Corticosteroids;



ticles/corticosteroids.ht

ml



translate







projects




for ELL students:



etc.)


Extended time





instructions



prompts, etc.)

Google Translate



all students







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


Inquiry Learning

(POGIL)


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

http://www.biologycorner.com/worksheets/articles/cancer.html

http://www.biologycorner.com/worksheets/articles/cancer.html

http://www.biologycorner.com/worksheets/articles/corticosteroids.html


http://biologycorner.com/worksheets/photosynthesis_rate.html

http://biologycorner.com/worksheets/photosynthesis_rate.html

http://biologycorner.com/worksheets/photosynthesis_phenol.html



of 66

about how the two

processes are

related.

● Photosynthesis

Simulation


ner.com/worksheets/ph

otosynthesis_virtual_la

b.html

● Waterweed simulator


ner.com/worksheets/w

aterweed_sim.html

● Respiration Model


ner.com/worksheets/ph

otosynthesis-

respiration-model.html


open-ended tasks







intrinsic learning



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


understand how a

slight change in the

chemical structure,

ethyl to methyl can

turn a substance into

a poison.

Biology Corner


Inquiry Learning

(POGIL)


Inquiry

● Synthesizing

Macromolecules


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


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

http://www.biologycorner.com/worksheets/photosynthesis_virtual_lab.html




http://www.biologycorner.com/worksheets/waterweed_sim.html



http://www.biologycorner.com/worksheets/photosynthesis-respiration-model.html




http://www.biologycorner.com/worksheets/conceptmap-organic.html




of 66

● Literacy Task: Wood

Alcohol Poisonings



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


Inquiry

Hard-to-Teach Biology

Concepts

● Cellular Respiration

Virtual Lab;


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;


ner.com/worksheets/co

nceptmap_cellresp.htm

l

● Diagram: The Carbon

Cycle;


Group poll results

Mini Poster

Article Summary

POGIL Worksheet

Completed

Concept Map

Diagram

Poster Rubric

Concept Map

Rubric

Article

Analysis

Rubric

Diagram

Rubric

http://www.biologycorner.com/worksheets/articles/wood_alcohol.html




https://www.njctl.org/courses/science/biology/energy-processing/cellular-respiration-lab/





http://sciencecases.lib.buffalo.edu/cs/files/cellular_respiration.pdf



http://biologycorner.com/worksheets/carbon-cycle.html

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


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:


● 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?”

http://www.definedstem.com/tasks/index.cfm?asset_guid=3472928A-AC48-4498-A348-61BE19A516DD





http://www.carolina.com/inquiry-science-ecology-ecosystem/inquiries-in-science-analyzing-population-growth-kit-refill/251457.pr













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



odId=251011&s_cid=e

dgate

● Exploring the Nitrogen

Cycle



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


● 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



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
















http://www.definedstem.com/tasks/index.cfm?asset_guid=D0F06EED-B22A-4F8D-9108-41E6F8155EDC











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


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








http://www.definedstem.com/tasks/index.cfm?asset_guid=4F4562F7-75CE-4C8A-8633-D717523B347C












http://ngss.nsta.org/Resource.aspx?ResourceID=147



http://www.science-live.org/teachers/NitrogenGame.html

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;



odId=251012&s_cid=e

dgate

● Building Ecological

Pyramid



odId=251011&s_cid=e

dgate s

● Interacting Populations


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







http://www.carolina.com/catalog/detail.jsp?prodId=251011&s_cid=edgate%20s%20






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.


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




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;



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



?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

http://learningcenter.nsta.org/resource/?id=10.2505/9781936137275.9



http://www.definedstem.com/tasks/index.cfm?asset_guid=F5EE05D5-BD7B-4D28-B33E-ED240A605019





http://www.phschool.com/science/biology_place/labbench/lab11/intro.html



https://phet.colorado.edu/en/simulation/natural-selection



http://www.definedstem.com/tasks/index.cfm?asset_guid=597FD030-75A9-4596-B01D-4677A8F8E240





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


research process and a

rationale as to why they

should make their

decision.

● Environmental

Economist: Recycling



?asset_guid=A6E67C

D2-4E6D-4C77-A437-

7243A2917309

● Earth Scientist



?asset_guid=3E5BE3A

A-6640-49D3-A4E1-

C70D3C009F11

● Wind Energy

Specialist



?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

http://www.definedstem.com/tasks/index.cfm?asset_guid=A6E67CD2-4E6D-4C77-A437-7243A2917309





http://www.definedstem.com/tasks/index.cfm?asset_guid=3E5BE3AA-6640-49D3-A4E1-C70D3C009F11





http://www.definedstem.com/tasks/index.cfm?asset_guid=8DEC7F7D-0D0A-46BF-8F7B-D89BBA1C6152





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




teacher:


● Small groups

● Access to computers for graphing

● Substitute projects for written work

● 80% Grading




● Extended time for completion of all

work


work

● Calculators



● Science Academy



modeling


● Google voice to text and translate


● 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

http://www.definedstem.com/tasks/index.cfm?asset_guid=6F0321DF-C191-46E4-8C20-292B9321AAC2













http://serendip.brynmawr.edu/sci_edu/waldron/#genetics



of 66

replication,

and/or (3)

mutations

caused by

environmental

factors

Web lessons &

tutorials

Virtual Labs

Jefferson Labs, etc.)Biology EOC

Preparation


projects


assignments and evaluations as needed

to facilitate strong learning for ELL

students:



etc.)


Extended time


teacher communication in addition

to spoken instructions)


instructions



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:


order thinking processes, creative

and critical thinking activities,

problem-solving, and open-ended

tasks



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

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

http://www.definedstem.com/tasks/index.cfm?asset_guid=14019B32-80F1-4E90-88D8-A78C1AC7D18A














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.





knowledge of their

community.



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

http://www.agronext.iastate.edu/smse/




http://pubs.cas.psu.edu/FreePubs/pdfs/uc170.pdf












of 66

http://www.exten

sion.umn.edu/dist

ribution/cropsyst

ems/DC7399.htm

l

POGIL

Biology Rocks!

POGIL: Evidence

for Evolution






modeling).








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

http://www.extension.umn.edu/distribution/cropsystems/DC7399.html





http://www.definedstem.com/tasks/index.cfm?asset_guid=C0BC267E-F606-4722-A152-E6EF372554F5





















http://www.definedstem.com/tasks/index.cfm?asset_guid=80625E88-CE1A-4080-B5B7-2BFE293F98D8







of 66

solutions, trade-offs, or

other decisions.

● Construct a benefit/ risk

analysis using logical and

realistic inputs for the

simulation that show an


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


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





knowledge of their

community.



can represent their









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



modeling).








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









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?”




CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM 7 through 12 Curriculum Index...AP Biology is...

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Transcript of CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM 7 through 12 Curriculum Index...AP Biology is...