18-19 Biology Curriculum Map Pacing Guide 2016-17

Science Department
Menifee County High School Biology Curriculum Map/Pacing Guide
Time Frame: August

Unit 1: Living systems and chemistry in living systems
Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards
Developing and Using Models Systems and System Models WHST.9-12.7 Conduct short as well
Modeling in 9–12 builds on K–8 Models (e.g., physical, mathematical, as more sustained research projects to
experiences and progresses to using, computer models) can be used to answer a question (including a
synthesizing, and developing models simulate systems and self-generated question) or solve a
to predict and show relationships interactions—including energy, problem; narrow or broaden the
among variables between systems and matter, and information inquiry when appropriate; synthesize
their components in the natural and flows—within and between systems multiple sources on the subject,
designed world. at different scales. (HS-LS1-2) demonstrating understanding of the
● Develop and use a model based subject under investigation.
on evidence to illustrate the Stability and Change (HS-LS1-3)
relationships between systems or Feedback (negative or positive) can
between components of a system. stabilize or destabilize a system. WHST.11-12.8 Gather relevant
(HS-LS1-2) (HS-LS1-3) information from multiple
authoritative print and digital sources, MP.4 model with mathematics
Planning and Carrying Out Energy and Matter using advanced searches effectively; MP.2 reason abstractly and
Investigations ● Changes of energy and matter in assess the strengths and limitations of quantitatively
Planning and carrying out in 9-12 a system can be described in each source in terms of the specific
builds on K-8 experiences and terms of energy and matter flows task, purpose, and audience; integrate
progresses to include investigations into, out of, and within that information into the text selectively to
that provide evidence for and test system. (HS-LS1-6) maintain the flow of ideas, avoiding
conceptual, mathematical, physical, plagiarism and over reliance on any
and empirical models. one source and following a standard
● Plan and conduct an investigation format for citation. (HS-LS1-3)
individually and collaboratively
to produce data to serve as the SL.11-12.5 Make strategic use of
basis for evidence, and in the digital media (e.g., textual, graphical,
design: decide on types, how audio, visual, and interactive
much, and accuracy of data elements) in presentations to enhance
needed to produce reliable understanding of findings, reasoning,
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 1
Science Department
measurements and consider and evidence and to add interest.

limitations on the precision of the (HS-LS1-2)
data (e.g., number of trials, cost,
risk, time), and refine the design RST.11-12.1 Cite specific textual
accordingly. (HS-LS1-3) evidence to support analysis of science
and technical texts, attending to
Scientific Investigations Use a important distinctions the author
Variety of Methods makes and to any gaps or
Scientific inquiry is characterized by inconsistencies in the account.
a common set of values that include: (HS-LS1-6)
logical thinking, precision,
open-mindedness, objectivity, WHST.9-12.2 Write
skepticism, replicability of results, informative/explanatory texts,
and honest and ethical reporting of including the narration of historical
findings. (HS-LS1-3) events, scientific procedures/
experiments, or technical processes.
Constructing Explanations and (HS-LS1-6)
Designing Solutions
Constructing explanations and WHST.9-12.5 Develop and strengthen
designing solutions in 9–12 builds on writing as needed by planning,
K–8 experiences and progresses to revising, editing, rewriting, or trying a
explanations and designs that are new approach, focusing on addressing
supported by multiple and what is most significant for a specific
independent student-generated purpose and audience. (HS-LS1-6)
sources of evidence consistent with
scientific ideas, principles, and WHST.9-12.9 Draw evidence from
theories. informational texts to support analysis,
● Construct and revise an reflection, and research. (HS-LS1-6)
explanation based on valid and
reliable evidence obtained from a
variety of sources (including
students’ own investigations,
models, theories, simulations,
peer review) and the assumption
Science Department
that theories and laws that

describe the natural world operate
today as they did in the past and
will continue to do so in the
future. (HS-LS1-6)
Next Generation Essential

Disciplinary Core Ideas Assessments Vocabulary Resources
Science Standards Questions
HS-LS1-2 Develop and Multicellular organisms have How could a Before: System Virtual Cell tour:
use a model to illustrate a hierarchical structural mutation Pretest (This is the Model http://www.ibiblio.org/virtual
the hierarchical organization, in which any within a same as the Posttest) Emergent cell/
organization of one system is made up of specialized property
interacting systems that numerous parts and is itself a cell affect the Journal Writing to ecosystem Interactive cell animations:
provide specific component of the next level. body’s activate prior organism http://cellsalive.com/
functions within (HS-LS1-2) homeostasis? knowledge. organ
multicellular organisms. (LS1-2/3) system Explanation, with pictures, of
[Clarification Statement: Students will plan and organ hierarchy of living things.
Emphasis is on functions What conduct an tissue http://www.kidsbiology.com/
at the organism system evidence investigation on root cell biology_basics/cells_tissues_
level such as nutrient supports the development within homeostasis organs/structure_of_living_th
uptake, water delivery, combination different variations of hormones ings1.php
and organism movement of essential water. Students will negative
in response to neural elements to be graded on design, feedback Sources for hierarchy of
stimuli. An example of form amino data collection and loop living things, includes links to
an interacting system acids and/or validity of positive other websites. (Possible
could be an artery other conclusions. feedback webquest)
depending on the proper carbon-based loop http://facinatingamazinganim
function of elastic tissue molecules? Create a diagram for a technology als.wordpress.com/2012/04/1
and smooth muscle to specialized cell and bioengineeri 2/cell-biology-cells-tissues-or
regulate and deliver the indicate the tissues, ng gans-systems/
proper amount of blood organs, and systems it atom
within the circulatory is associated with. element Homeostasis webquest:
Science Department
system.] [Assessment ion https://docs.google.com/docu

Boundary: Assessment Teacher created rubric molecule ment/d/1mLQsFwuT4iUGov
does not include will evaluate student compound Kwd6xW9ocgN3YIuyT9Z45
interactions and understanding of chemical _E6-Rj0w/edit?pli=1
functions at the science and reaction
molecular or chemical engineering practices catalyst
reaction level.] as well as literacy enzyme
standards. polymer
HS-LS1-3 Plan and cell
conduct an investigation Feedback mechanisms After: membrane
to provide evidence that maintain a living system’s Students will calculate passive
feedback mechanisms internal conditions within energy input given a transport
maintain homeostasis. certain limits and mediate variety of carbon active
[Clarification Statement: behaviors, allowing it to based molecules. transport
Examples of remain alive and functional Graphical analysis
investigations could even as external conditions will also be
include heart rate change within some range. incorporated.
response to exercise, Feedback mechanisms can
stomate response to encourage (through positive Posttest
moisture and feedback) or discourage
temperature, and root (negative feedback) what is
development in response going on inside the living
to water levels.] system. (HS-LS1-3)
[Assessment Boundary:
Assessment does not
include the cellular
processes involved in the
feedback mechanism.]
HS-LS1-6 Construct and The sugar molecules thus

revise an explanation formed contain carbon,
based on evidence for hydrogen, and oxygen: their
how carbon, hydrogen, hydrocarbon backbones are
and oxygen from sugar used to make amino acids
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molecules may combine and other carbon-based

with other elements to molecules that can be
form amino acids and/or assembled into larger
other large carbon-based molecules (such as proteins
molecules. [Clarification or DNA), used for example
Statement: Emphasis is to form new cells.
on using evidence from (HS-LS1-6)
models and simulations
to support explanations.] As matter and energy flow
[Assessment Boundary: through different
Assessment does not organizational levels of
include the details of the living systems, chemical
specific chemical elements are recombined in
reactions or different ways to form
identification of different products.
macromolecules.] (HS-LS1-6),(HS-LS1-7)
Science Department
Time Frame: September- October

Unit 2: Matter and energy in living systems
Developing and Using Models Systems and System Models RST.11-12.1 Cite specific textual MP.2 Reason abstractly and
Modeling in 9–12 builds on K–8 Models (e.g., physical, mathematical, evidence to support analysis of quantitatively. (HS-LS2-4)
experiences and progresses to using, computer models) can be used to science and technical texts, attending
synthesizing, and developing models simulate systems and to important distinctions the author MP.4 Model with mathematics.
to predict and show relationships interactions—including energy, makes and to any gaps or (HS-LS2-4)
among variables between systems and matter, and information inconsistencies in the account.
their components in the natural and flows—within and between systems (HS-LS2-3) HSN-Q.A.1 Use units as a way to
designed worlds. at different scales. (HS-LS2-5) understand problems and to guide the
● Use a model based on evidence to WHST.9-12.2 Write solution of multi-step problems;
illustrate the relationships Energy and Matter informative/explanatory texts, choose and interpret units
between systems or between ● Changes of energy and matter in including the narration of historical consistently in formulas; choose and
components of a system. a system can be described in events, scientific procedures/ interpret the scale and the origin in
(HS-LS1-5),(HS-LS1-7) terms of energy and matter flows experiments, or technical processes. graphs and data displays. (HS-LS2-4)
● Develop a model based on into, out of, and within that (HS-LS2-3)
evidence to illustrate the system. (HS-LS1-5) HSN-Q.A.2 Define appropriate
relationships between systems or ● Energy cannot be created or WHST.9-12.5 Develop and quantities for the purpose of
components of a system. destroyed—it only moves strengthen writing as needed by descriptive modeling. (HS-LS2-4)
(HS-LS2-5) between one place and another planning, revising, editing, rewriting,
place, between objects and/or or trying a new approach, focusing on HSN-Q.A.3 Choose a level of
Using Mathematics and fields, or between addressing what is most significant accuracy appropriate to limitations on
Computational Thinking systems.(HS-LS1-7),(HS-LS2-4) for a specific purpose and audience. measurement when reporting
Mathematical and computational ● Energy drives the cycling of (HS-LS2-3) quantities. (HS-LS2-4)
thinking in 9-12 builds on K-8 matter within and between
experiences and progresses to using systems. (HS-LS2-3) SL.11-12.5 Make strategic use of
algebraic thinking and analysis, a digital media (e.g., textual, graphical,
range of linear and nonlinear audio, visual, and interactive
functions including trigonometric elements) in presentations to enhance
functions, exponentials and understanding of findings, reasoning,
logarithms, and computational tools and evidence and to add interest.
for statistical analysis to analyze, (HS-LS1-5),(HS-LS1-7)
Science Department
represent, and model data. Simple

computational simulations are created
and used based on mathematical
models of basic assumptions.
● Use mathematical representations
of phenomena or design solutions
to support claims. (HS-LS2-4)
Constructing Explanations and

Designing Solutions
Constructing explanations and
designing solutions in 9–12 builds on
K–8 experiences and progresses to
explanations and designs that are
supported by multiple and
independent student-generated
sources of evidence consistent with
scientific ideas, principles, and
theories.
● Construct and revise an
explanation based on valid and
reliable evidence obtained from a
variety of sources (including
students’ own investigations,
models, theories, simulations,
peer review) and the assumption
that theories and laws that
describe the natural world operate
today as they did in the past and
will continue to do so in the
future. (HS-LS2-3)
Connections to Nature of Science
Science Department
Scientific Knowledge is Open to

Revision in Light of New Evidence
Most scientific knowledge is quite
durable, but is, in principle, subject to
change based on new evidence and/or
reinterpretation of existing evidence.
(HS-LS2-3)
Next Generation Essential Vocabular

Disciplinary Core Ideas Assessments Resources
Science Standards Questions y
HS-LS1-5 Use a model LS1.C: Organization for Matter How do Before: Aerobic Good resources for labs,
to illustrate how and Energy Flow in Organisms organisms Pretest (This is the Amino worksheets, and activities:
photosynthesis The process of photosynthesis obtain and use same as the Acid http://www.nclark.net/Photo
transforms light energy converts light energy to stored energy they Posttest) Anaerobic Respiration
into stored chemical chemical energy by converting need to live ATP
energy. [Clarification carbon dioxide plus water into and grow? Concept map to ATP Interactive animation
Statement: Emphasis is sugars plus released oxygen. activate prior synthase demonstrating
on illustrating inputs and (HS-LS1-5) How does knowledge. Calvin photosynthesis:
outputs of matter and the matter and (photosynthesis cycle http://www.wonderville.ca/as
transfer and energy move would act as Cellular set/photosynthesis
transformation of energy through starting point) respiratio
in photosynthesis by ecosystems? n Cellular respiration virtual
plants and other During: Chlorophyll lab:
photosynthesizing What happens Interactive writing: Electron http://www.phschool.com/sci
organisms. Examples of to energy Each student adds transport ence/biology_place/labbench/
models could include when bonds onto the Fermentatio lab5/intro.html
diagrams, chemical are formed photosynthesis/ n
equations, and and/or cellular respiration Glucose Virtual Lab for
conceptual models.] broken? process. Glycolysis Photosynthesis and cellular
[Assessment Boundary: Krebs cycle respiration:
Assessment does not What would Create a diagram Light-depe http://mhhe.com/biosci/genbi
include specific happen to life for photosynthesis ndent o/virtual_labs/BL_25/BL_25.
biochemical steps.] on Earth if all and cellular NAD+ html
Science Department
HS-LS1-7 Use a model As matter and energy flow plants became respiration. NADPH
to illustrate that cellular through different organizational extinct? Diagram should Photosynth Fermentation
respiration is a chemical levels of living systems, chemical include chemical esis Demonstrations:
process whereby the elements are recombined in How might equation, products Stroma http://www.asdk12.org/staff/
bonds of food molecules different ways to form different cycles help us and reactants. Producer hauser_scott/pages/curriculu
and oxygen molecules products. (HS-LS1-7) to understand phyotosynt m/html/biology/labs/Demonst
are broken and the bonds the Students will hesis ration_of_fermentation.htm
in new compounds are As a result of these chemical relationship demonstrate chloroplast
formed resulting in a net reactions, energy is transferred between life anaerobic and mitochondr http://employee.heartland.edu
transfer of energy. from one system of interacting and physical aerobic respiration ion /hfei/Labs/CellularRespiratio
[Clarification Statement: molecules to another. Cellular sciences? using kinesthetic biodiverstiy nProtocol.pdf
Emphasis is on the respiration is a chemical process movement within food chain
conceptual understanding in which the bonds of food the classroom and food web
of the inputs and outputs molecules and oxygen molecules fermentation labs. biogeoche
of the process of cellular are broken and new compounds ● Effect of mical
respiration.] [Assessment are formed that can transport exercise on cycle
Boundary: Assessment energy to muscles. Cellular heart rate.
should not include respiration also releases the ● Making Root
identification of the steps energy needed to maintain body beer and bread
or specific processes temperature despite ongoing in the
involved in cellular energy transfer to the surrounding classroom.
respiration.] environment.(HS-LS1-7) ● Chemical
reaction with
HS-LS2-3 Construct and LS2.B: Cycles of Matter and yeast and heat
revise an explanation Energy Transfer in Ecosystems in flask
based on evidence for the Photosynthesis and cellular causing
cycling of matter and respiration (including anaerobic balloon to
flow of energy in aerobic processes) provide most of the expand.
and anaerobic conditions. energy for life processes.
[Clarification Statement: (HS-LS2-3) Teachers will
Emphasis is on evaluate lab
conceptual understanding reports, reflection
of the role of aerobic and journals and
anaerobic respiration in
Science Department
different environments.] observation logs

[Assessment Boundary: for understanding.
Assessment does not
include the specific
chemical processes of Photosynthesis
either aerobic or Inquiry Lab
anaerobic respiration.] ● Using spinach
leaves and
HS-LS2-4 Use adjusting
mathematical Plants or algae form the lowest amount of light
representations to level of the food web. At each to measure rate
support claims for the link upward in a food web, only a of
cycling of matter and small fraction of the matter photosynthesis.
flow of energy among consumed at the lower level is
organisms in an transferred upward, to produce Teacher created
ecosystem. [Clarification growth and release energy in rubric will evaluate
Statement: Emphasis is cellular respiration at the higher student
on using a mathematical level. Given this inefficiency, understanding of
model of stored energy in there are generally fewer science and
biomass to describe the organisms at higher levels of a engineering
transfer of energy from food web. Some matter reacts to practices as well as
one trophic level to release energy for life functions, literacy standards.
another and that matter some matter is stored in newly
and energy are conserved made structures, and much is After:
as matter cycles and discarded. The chemical elements Students will use
energy flows through that make up the molecules of the
ecosystems. Emphasis is organisms pass through food photosynthesis/res
on atoms and molecules webs and into and out of the piration diagram
such as carbon, oxygen, atmosphere and soil, and they are created throughout
hydrogen and nitrogen combined and recombined in the unit to
being conserved as they different ways. At each link in an calculate inputs
move through an ecosystem, matter and energy are and outputs
ecosystem.] [Assessment conserved. (HS-LS2-4) required to obtain
Boundary: Assessment is energy.
Science Department
limited to proportional
reasoning to describe the Students will
cycling of matter and calculate energy
flow of energy.] input given a
variety of carbon
HS-LS2-5 Develop a based molecules.
model to illustrate the Photosynthesis and cellular Graphical analysis
role of photosynthesis respiration are important will also be
and cellular respiration in components of the carbon cycle, incorporated.
the cycling of carbon in which carbon is exchanged
among the biosphere, among the biosphere, atmosphere, Posttest
atmosphere, hydrosphere, oceans, and geosphere through
and geosphere. chemical, physical, geological,
[Clarification Statement: and biological processes.
Examples of models (HS-LS2-5)
could include simulations
and mathematical PS3.D: Energy in Chemical
models.] [Assessment Processes
Boundary: Assessment The main way that solar energy is
does not include the captured and stored on Earth is
specific chemical steps of through the complex chemical
photosynthesis and process known as photosynthesis.
respiration.] (secondary to HS-LS2-5)
Science Pacing Guide

Science Department
Time Frame: October-November Biology

Unit 3: Ecosystems: Stability and change
Using Mathematics and Cause and Effect RST.9-10.8 A ssess the extent to MP.2 Reason abstractly and
Computational Thinking Empirical evidence is required to which the reasoning and evidence in a quantitatively.
Mathematical and computational differentiate between cause and text support the author’s claim or a (HS-LS2-1),(HS-LS2-2),(HS-LS2-6)
thinking in 9-12 builds on K-8 correlation and make claims about recommendation for solving a
experiences and progresses to using specific causes and effects. scientific or technical problem. MP.4 Model with mathematics.
algebraic thinking and analysis, a (HS-LS4-6) (HS-LS2-6) (HS-LS2-1),(H
S-LS2-2)
range of linear and nonlinear
functions including trigonometric Scale, Proportion, and Quantity RST.11-12.1 Cite specific textual HSN.Q.A.1 Use units as a way to
functions, exponentials and ● The significance of a evidence to support analysis of understand problems and to guide the
logarithms, and computational tools phenomenon is dependent on the science and technical texts, attending solution of multi-step problems;
for statistical analysis to analyze, scale, proportion, and quantity at to important distinctions the author choose and interpret units
represent, and model data. Simple which it occurs. (HS-LS2-1) makes and to any gaps or consistently in formulas; choose and
computational simulations are created ● Using the concept of orders of inconsistencies in the account. interpret the scale and the origin in
and used based on mathematical magnitude allows one to (HS-LS2-1) ,(HS-LS2-2),(HS-LS2-6) graphs and data displays.
models of basic assumptions. understand how a model at one (HS-LS2-1),(HS-LS2-2)
● Use mathematical and/or scale relates to a model at another RST.11-12.7 Integrate and evaluate HSN.Q.A.2 Define appropriate
computational representations of scale. (HS-LS2-2) multiple sources of information quantities for the purpose of
phenomena or design solutions to presented in diverse formats and descriptive modeling.
support explanations. (HS-LS2-1) Stability and Change media (e.g., quantitative data, video, (HS-LS2-1),(HS-LS2-2)
● Use mathematical representations Much of science deals with multimedia) in order to address a
of phenomena or design solutions constructing explanations of how question or solve a problem. HSN.Q.A.3 Choose a level of
to support and revise things change and how they remain (HS-LS2-6) accuracy appropriate to limitations on
explanations. (HS-LS2-2) stable. (HS-LS2-6) measurement when reporting
RST.11-12.8 Evaluate the quantities. (HS-LS2-1),(HS-LS2-2)
Engaging in Argument from hypotheses, data, analysis, and
Evidence conclusions in a science or technical HSS-ID.A.1 Represent data with
Engaging in argument from evidence text, verifying the data when possible plots on the real number line.
in 9–12 builds on K–8 experiences and corroborating or challenging (HS-LS2-6)
and progresses to using appropriate
Science Department
and sufficient evidence and scientific conclusions with other sources of HSS-IC.A.1 Understand statistics as
reasoning to defend and critique information. (HS-LS2-6) a process for making inferences about
claims and explanations about the WHST.9-12.2 Write population parameters based on a
natural and designed world(s). informative/explanatory texts, random sample from that population.
Arguments may also come from including the narration of historical (HS-LS2-6)
current scientific or historical events, scientific procedures/
episodes in science. experiments, or technical processes. HSS-IC.B.6 Evaluate reports based
● Evaluate the claims, evidence, (HS-LS2-1),(H
S-LS2-2) on data. (HS-LS2-6)
and reasoning behind currently
accepted explanations or
solutions to determine the merits
of arguments. (HS-LS2-6)
Scientific Knowledge is Open to

Revision in Light of New Evidence
● Most scientific knowledge is
quite durable, but is, in principle,
subject to change based on new
evidence and/or reinterpretation
of existing evidence. (HS-LS2-2)
● Scientific argumentation is a
mode of logical discourse used to
clarify the strength of
relationships between ideas and
evidence that may result in
revision of an explanation.
(HS-LS2-6)

Science Department
HS-LS2-1 Use LS2.A: Interdependent How do Before: Age-structure Lab activity demonstrating
mathematical and/or Relationships in Ecosystems organisms Pretest (This is diagram transfer of energy through
computational Ecosystems have carrying interact with the same test as Biodiversity the food web:
representations to capacities, which are limits to the the living and the posttest) Biome http://forces.si.edu/ltop/pdf
support explanations of numbers of organisms and nonliving Biosphere s/2-5-WeavingTheWeb.pdf
factors that affect populations they can support. These environment Students will Carrying
carrying capacity of limits result from such factors as the to obtain create a food web capacity Links to activities, labs and
ecosystems at different availability of living and nonliving matter and using the food Community worksheets:
scales. [Clarification resources and from such challenges energy? they ate Demographic http://www.nclark.net/Ecol
Statement: Emphasis is such as predation, competition, and throughout the transition ogy
on quantitative analysis disease. Organisms would have the What type of day, then Density-depen
and comparison of the capacity to produce populations of effect could connecting the dent factors Virtual lab for comparing
relationships among great size were it not for the fact that an invasive foods to original Density-indep growth curves of
interdependent factors environments and resources are species have energy source to endent populations:
including boundaries, finite. This fundamental tension on an activate prior factors http://glencoe.mcgraw-hill.
resources, climate, and affects the abundance (number of ecosystem? knowledge of Ecology com/sites/dl/free/00787598
competition. Examples individuals) of species in any given energy transfer Ecosystem 64/383928/BL_04.html
of mathematical ecosystem. (HS-LS2-1), (HS-LS2-2) Describe the throughout the Emigration
comparisons could demographic ecosystem. Exponential Ecosystem in a shoebox:
include graphs, charts, LS2.C: Ecosystem Dynamics, transition and growth http://schlosser.wikispaces.
histograms, and Functioning, and Resilience explain how it Immigration com/file/view/Shoebox_Ec
population changes A complex set of interactions within might affect a During: Invasive osystem_full.pdf
gathered from an ecosystem can keep its numbers population’s Create food web species
simulations or historical and types of organisms relatively growth rate? demonstrating Limiting
data sets.] [Assessment constant over long periods of time How are energy transfer factor
Boundary: Assessment under stable conditions. If a modest scientists able among living Logistic
does not include biological or physical disturbance to to predict things. growth
deriving mathematical an ecosystem occurs, it may return future Population
equations to make to its more or less original status population Create graphs and Population
comparisons.] (i.e., the ecosystem is resilient), as trends? make predictions density
opposed to becoming a very for population and Predator-prey
HS-LS2-2 Use different ecosystem. Extreme What factors population relationship
mathematical fluctuations in conditions or the size could change, given Species
representations to of any population, however, can influence data.
Science Department
support and revise challenge the functioning of change in a Survivorship

explanations based on ecosystems in terms of resources and balanced curve
evidence about factors habitat availability. ecosystem? Ecosystem in a habitat
affecting biodiversity (HS-LS2-2),(HS-LS2-6) shoebox model. ecological
and populations in niche
ecosystems of different After: predation
scales. [Clarification Using diagrams competition
Statement: Examples of and graphs symbiosis
mathematical created during resilience
representations include unit, students will resistance
finding the average, make predictions ecological
determining trends, and for population succession
using graphical changes given
comparisons of multiple scenarios of
sets of data.] changes to
[Assessment Boundary: ecosystems.
Assessment is limited to
provided data.] Provide each
student with a
HS-LS2-6 Evaluate the major natural
claims, evidence, and disaster and have
reasoning that the students predict
complex interactions in effects and
ecosystems maintain changes within
relatively consistent that ecosystem
numbers and types of
organisms in stable Posttest
conditions, but
changing conditions
may result in a new
ecosystem.
[Clarification
Statement: Examples of
changes in ecosystem
Science Department
conditions could
include modest
biological or physical
changes, such as
moderate hunting or a
seasonal flood; and
extreme changes, such
as volcanic eruption or
sea level rise.]
Science Department

Time Frame: December- January Biology
Unit 4: Cells: stability and change
Developing and Using Models Systems and System Models SL.11-12.5 Make strategic use of MP.4 Model with mathematics.
Modeling in 9–12 builds on K–8 Models (e.g., physical, mathematical, digital media (e.g., textual, graphical, (HS-LS1-4)
experiences and progresses to using, computer models) can be used to audio, visual, and interactive
synthesizing, and developing models simulate systems and elements) in presentations to enhance HSF-IF.C.7 Graph functions
to predict and show relationships interactions—including energy, understanding of findings, reasoning, expressed symbolically and show key
among variables between systems and matter, and information and evidence and to add interest. features of the graph, by hand in
their components in the natural and flows—within and between systems (HS-LS1-4) simple cases and using technology for
designed worlds. at different scales. (HS-LS1-4) more complicated cases. (HS-LS1-4)
● Use a model based on evidence to
illustrate the relationships HSF-BF.A.1 Write a function that
between systems or between describes a relationship between two
components of a system. quantities. (HS-LS1-4)
(HS-LS1-4)

HS-LS1-4 Use a model LS1.B: Growth and Development What Before: Anaphase Visual aids of cell division.
to illustrate the role of of Organisms problems can Pretest (This is Cancer http://www.neok12.com/Cel
cellular division In multicellular organisms individual growth cause the same test as Cell cycle l-Division.htm
(mitosis) and cells grow and then divide via a in the cell? the posttest) Centromere
differentiation in process called mitosis, thereby Chromatid Onion Root Lab:
producing and allowing the organism to grow. The What are the KWL-Inheritance, Crossing http://www.marietta.edu/~bi
maintaining complex organism begins as a single cell differences traits inventory over ol/introlab/Onion%20root%
organisms. [Assessment (fertilized egg) that divides between sheet. Cytokinesis 20mitosis.pdf
Boundary: Assessment successively to produce many cells, mitosis and Diploid
does not include with each parent cell passing meiosis? During: Fertilization virtual lab for cell cycle and
specific gene control identical genetic material (two G1 cancer.
Science Department
mechanisms or rote variants of each chromosome pair) How do Flip books of G2 http://www.glencoe.com/sit
memorization of the to both daughter cells. Cellular offspring get mitosis/meiosis. Gamete es/common_assets/advanced
steps of mitosis.] division and differentiation produce their Evaluation will Haploid _placement/mader10e/virtua
and maintain a complex organism, characteristics include accuracy Heterozygou l_labs_2K8/labs/BL_03/
composed of systems of tissues and ? of diagrams. s
organs that work together to meet Homologous Ideas for activities, labs,
the needs of the whole organism. Mitosis Onion pair worksheets.
(HS-LS1-4) Cell Lab. Hybrid http://www.nclark.net/Mitos
Independent isMeiosis
After: Assortmen
Lab t Cell cycle game.
practical-microsc interphase http://www.nobelprize.org/e
ope slides. Meiosis ducational/medicine/2001/in
Students will Metaphase dex.html
identify stages of Mitosis
mitosis/meiosis Multiple
based on slides. alleles
Prophase
Write a journal Punnett
entry from the Square
perspective of a S phase
cancer cell. Spindle
Teacher graded Telophase
rubric will include Trait
literacy and
crosscutting
standards.
Posttest
Science Department

Time Frame: January-February Biology
Unit 5: structure and function of DNA
Constructing Explanations and Structure and Function RST.11-12.1 Cite specific textual MP.2 Reason abstractly and
Designing Solutions Investigating or designing new evidence to support analysis of quantitatively
Constructing explanations and systems or structures requires a science and technical texts, attending
designing solutions in 9–12 builds on detailed examination of the properties to important distinctions the author
K–8 experiences and progresses to of different materials, the structures makes and to any gaps or
explanations and designs that are of different components, and inconsistencies in the account.
supported by multiple and connections of components to reveal (HS-LS1-1)
independent student-generated its function and/or solve a problem.
sources of evidence consistent with (HS-LS1-1) WHST.9-12.2 Write
scientific ideas, principles, and informative/explanatory texts,
theories. including the narration of historical
● Construct an explanation based events, scientific procedures/
on valid and reliable evidence experiments, or technical processes.
obtained from a variety of (HS-LS1-1)
sources (including students’ own
investigations, models, theories, WHST.9-12.9 Draw evidence from
simulations, peer review) and the informational texts to support
assumption that theories and laws analysis, reflection, and research.
that describe the natural world (HS-LS1-1)
operate today as they did in the
past and will continue to do so in
the future. (HS-LS1-1)
Science Department

HS-LS1-1 Construct an LS1.A: Structure and Function How do the Before: Adenosine
explanation based on Systems of specialized cells within structures of Pretest (This is triphosphat
evidence for how the organisms help them perform the organisms the same as the e
structure of DNA essential functions of life. enable life’s Posttest) Amino acid
determines the structure (HS-LS1-1) functions? sequence
of proteins which carry (LS1-1) Journal Writing to Anticodon
out the essential All cells contain genetic information activate prior Base pairing
functions of life through in the form of DNA molecules. knowledge. Codon
systems of specialized Genes are regions in the DNA that DNA
cells. [Assessment contain the instructions that code for During: DNA
Boundary: Assessment the formation of proteins, which Construct a DNA polymerase
does not include carry out most of the work of cells. model using DNA
identification of (HS-LS1-1) (Note: This Disciplinary licorice toothpicks sequence
specific cell or tissue Core Idea is also addressed by and Double helix
types, whole body HS-LS3-1.) marshmallows. Exon
systems, specific Then allow Intron
protein structures and students to use Messenger
functions, or the different color RNA
biochemistry of protein licorice to Nucleotide
synthesis.] demonstrate DNA Point
Replication, RNA mutation
transcription and Promoter
translation. Replication
Ribosomal
Students will RNA
research a genetic RNA
disorder caused polymerase
by mutations Transcription
within the DNA Transfer
sequence. Teacher RNA
graded rubric Translation
based science, traits
Science Department
engineering and heritable

literacy standards. gene
After: gene
Create comic expression
strip, story, or
movie portraying
a germ/virus
journey through
the body as it
attacks different
cells. Students
should indicate
changes with
DNA,
homeostasis,
tissues, organs,
etc. Teacher
graded rubric will
include core
discipline and
literacy standards.
Posttest
Science Department

Time Frame: March- April Biology
Unit 6: Genetics and Heredity
Asking Questions and Defining Cause and Effect RST.11-12.1 Cite specific textual MP.2 Reason abstractly and
Problems Empirical evidence is required to evidence to support analysis of quantitatively.
Asking questions and defining differentiate between cause and science and technical texts, attending (HS-LS3-2),(HS-LS3-3)
problems in 9-12 builds on K-8 correlation and make claims about to important distinctions the author
experiences and progresses to specific causes and effects. makes and to any gaps or
formulating, refining, and evaluating (HS-LS3-1),(HS-LS3-2) inconsistencies in the account.
empirically testable questions and S-LS3-1),(H
(H S-LS3-2)
design problems using models and Scale, Proportion, and Quantity
simulations. Algebraic thinking is used to examine RST.11-12.9 Synthesize information
● Ask questions that arise from scientific data and predict the effect from a range of sources (e.g., texts,
examining models or a theory to of a change in one variable on experiments, simulations) into a
clarify relationships. (HS-LS3-1) another (e.g., linear growth vs. coherent understanding of a process,
exponential growth). (HS-LS3-3) phenomenon, or concept, resolving
Analyzing and Interpreting Data conflicting information when
Analyzing data in 9-12 builds on K-8 Science is a Human Endeavor possible. (HS-LS3-1)
experiences and progresses to ● Technological advances have
introducing more detailed statistical influenced the progress of science WHST.9-12.1 Write arguments
analysis, the comparison of data sets and science has influenced focused on discipline-specific
for consistency, and the use of advances in technology. content. (HS-LS3-2)
models to generate and analyze data. (HS-LS3-3)
● Apply concepts of statistics and ● Science and engineering are
probability (including influenced by society and society
determining function fits to data, is influenced by science and
slope, intercept, and correlation engineering. (HS-LS3-3)
coefficient for linear fits) to
scientific and engineering
questions and problems, using
Science Department
digital tools when feasible.

(HS-LS3-3)
Engaging in Argument from

Evidence
Engaging in argument from evidence
in 9-12 builds on K-8 experiences and
progresses to using appropriate and
sufficient evidence and scientific
reasoning to defend and critique
claims and explanations about the
natural and designed world(s).
Arguments may also come from
current scientific or historical
episodes in science.
● Make and defend a claim based
on evidence about the natural
world that reflects scientific
knowledge, and
student-generated evidence.
(HS-LS3-2)

HS-LS3-1 Ask LS1.A: Structure and Function How are the Before: Allele Virtual lab using Punnett
questions to clarify All cells contain genetic characteristics Pretest (This is the Cancer squares.
relationships about the information in the form of DNA from one same test as the Codominance http://www.mhhe.com/bios
role of DNA and molecules. Genes are regions in the generation posttest) Crossing over ci/genbio/virtual_labs/BL_
chromosomes in coding DNA that contain the instructions related to the Genetics 05/BL_05.html
the instructions for that code for the formation of previous KWL-Inheritance, Genotype
characteristic traits proteins. (secondary to HS-LS3-1) generation? traits inventory Haploid
passed from parents to (Note: This Disciplinary Core Idea sheet. Heterozygous
offspring. [Assessment is also addressed by HS-LS1-1.) homozygous
Science Department
Boundary: Assessment LS3.A: Inheritance of Traits During: Hybrid

does not include the Each chromosome consists of a What are the Independent
phases of meiosis or the single very long DNA molecule, positive Research and Assortment
biochemical mechanism and each gene on the chromosome effects of present a specific Multiple
of specific steps in the is a particular segment of that crossing type of cancer. alleles
process.] DNA. The instructions for forming over? Include cells Polygenic
species’ characteristics are carried affected, traits
HS-LS3-2 Make and in DNA. All cells in an organism treatments, and the Phenotype
defend a claim based on have the same genetic content, but How do response by cells Probability
evidence that inheritable the genes used (expressed) by the offspring get to the treatment. Punnett
genetic variations may cell may be regulated in different their Teacher graded Square
result from: (1) new ways. Not all DNA codes for a characteristics rubric will include Trait
genetic combinations protein; some segments of DNA ? engineering True breeding
through meiosis, (2) are involved in regulatory or practices and gametes
viable errors occurring structural functions, and some have literacy standards. meiosis
during replication, no as-yet known function. gene
and/or (3) mutations (HS-LS3-1) After: dominant
caused by recessive
environmental factors. LS3.B: Variation of Traits monohybrid
[Clarification Statement: In sexual reproduction, Write a journal cross
Emphasis is on using chromosomes can sometimes swap entry from the mutagens
data to support sections during the process of perspective of a genetic
arguments for the way meiosis (cell division), thereby cancer cell. variation
variation occurs.] creating new genetic combinations Teacher graded clone
[Assessment Boundary: and thus more genetic variation. rubric will include recombinant
Assessment does not Although DNA replication is literacy and DNA
include the phases of tightly regulated and remarkably crosscutting
meiosis or the accurate, errors do occur and result standards.
biochemical mechanism in mutations, which are also a
of specific steps in the source of genetic variation. Posttest
process.] Environmental factors can also
cause mutations in genes, and
HS-LS3-3 Apply viable mutations are inherited.
concepts of statistics (HS-LS3-2)
Science Department
and probability to
explain the variation and Environmental factors also affect
distribution of expressed expression of traits, and hence
traits in a population. affect the probability of
[Clarification Statement: occurrences of traits in a
Emphasis is on the use population. Thus the variation and
of mathematics to distribution of traits observed
describe the probability depends on both genetic and
of traits as it relates to environmental factors.
genetic and (HS-LS3-2),(HS-LS3-3)
environmental factors in
the expression of traits.]
[Assessment Boundary:
Assessment does not
include
Hardy-Weinberg
calculations.]
Science Department

Time Frame: May Biology
Unit 7: Evolution
Analyzing and Interpreting Data Patterns RST-11.12.1 Cite specific textual MP.2 Reason abstractly and
Analyzing data in 9–12 builds on K–8 Different patterns may be observed at evidence to support analysis of quantitatively.
experiences and progresses to introducing each of the scales at which a system is science and technical texts, S-LS4-1) ,(HS-LS4-2),(HS-LS4
(H
more detailed statistical analysis, the studied and can provide evidence for attending to important distinctions S-LS4-4) ,(H
-3),(H S-LS4-5)
comparison of data sets for consistency, causality in explanations of the author makes and to any gaps or
and the use of models to generate and phenomena. (HS-LS4-1),(HS-LS4-3) inconsistencies in the account. MP.4 Model with mathematics.
analyze data. S-LS4-1) ,(H
(H S-LS4-2),(HS-LS4-3) , S-LS4-2)
(H
● Apply concepts of statistics and Cause and Effect (H S-LS4-4)
probability (including determining Empirical evidence is required to
function fits to data, slope, intercept, differentiate between cause and RST-11.12.8 Evaluate the
and correlation coefficient for linear correlation and make claims about hypotheses, data, analysis, and
fits) to scientific and engineering specific causes and effects. conclusions in a science or technical
questions and problems, using digital (HS-LS4-2),(HS-LS4-4),(HS-LS4-5) text, verifying the data when
tools when feasible. (HS-LS4-3) possible and corroborating or
Scientific Knowledge Assumes an challenging conclusions with other
Constructing Explanations and Order and Consistency in Natural sources of information. (HS-LS4-5)
Designing Solutions Systems
Constructing explanations and designing Scientific knowledge is based on the WHST.9-12.2 Write
solutions in 9–12 builds on K–8 assumption that natural laws operate informative/explanatory texts,
experiences and progresses to explanations today as they did in the past and they including the narration of historical
and designs that are supported by multiple will continue to do so in the future. events, scientific procedures/
and independent student-generated sources (HS-LS4-1),(HS-LS4-4) experiments, or technical processes.
of evidence consistent with scientific ideas, S-LS4-1) ,(H
(H S-LS4-2),(HS-LS4-3) ,
principles, and theories. Cause and Effect (H S-LS4-4)
● Construct an explanation based on Empirical evidence is required to
valid and reliable evidence obtained differentiate between cause and WHST.9-12.9 Draw evidence from
from a variety of sources (including correlation and make claims about informational texts to support
students’ own investigations, models, analysis, reflection, and research.
Science Department
theories, simulations, peer review) and specific causes and effects. S-LS4-1) ,(H
(H S-LS4-2),(HS-LS4-3) ,
the assumption that theories and laws (HS-LS2-8) (H S-LS4-4) ,(H S-LS4-5)
that describe the natural world operate
today as they did in the past and will SL.11-12.4 Present claims and
continue to do so in the future. findings, emphasizing salient points
(HS-LS4-2),(HS-LS4-4) in a focused, coherent manner with
relevant evidence, sound valid
Engaging in Argument from Evidence reasoning, and well-chosen details;
Engaging in argument from evidence in use appropriate eye contact,
9-12 builds on K-8 experiences and adequate volume, and clear
progresses to using appropriate and pronunciation.
sufficient evidence and scientific reasoning S-LS4-1) ,(H
(H S-LS4-2)
to defend and critique claims and
explanations about the natural and designed RST.9-10.8 Assess the extent to
world(s). Arguments may also come from which the reasoning and evidence in
current or historical episodes in science. a text support the author’s claim or
● Evaluate the evidence behind currently a recommendation for solving a
accepted explanations or solutions to scientific or technical problem.
determine the merits of arguments. (HS-LS2-8)
(HS-LS4-5)
● Evaluate the evidence behind currently RST.11-12.1 Cite specific textual
accepted explanations to determine the evidence to support analysis of
merits of arguments. (HS-LS2-8) science and technical texts,
attending to important distinctions
Obtaining, Evaluating, and the author makes and to any gaps or
Communicating Information inconsistencies in the account.
Obtaining, evaluating, and communicating (HS-LS2-8)
information in 9–12 builds on K–8
experiences and progresses to evaluating RST.11-12.7 Integrate and evaluate
the validity and reliability of the claims, multiple sources of information
methods, and designs. presented in diverse formats and
● Communicate scientific information media (e.g., quantitative data, video,
(e.g., about phenomena and/or the multimedia) in order to address a
process of development and the design
Science Department
and performance of a proposed process question or solve a problem.

or system) in multiple formats (HS-LS2-8)
(including orally, graphically,
textually, and mathematically). RST.11-12.8 Evaluate the
(HS-LS4-1) hypotheses, data, analysis, and
conclusions in a science or technical
Science Models, Laws, Mechanisms, and text, verifying the data when
Theories Explain Natural Phenomena possible and corroborating or
● A scientific theory is a substantiated challenging conclusions with other
explanation of some aspect of the sources of information. (HS-LS2-8)
natural world, based on a body of facts
that have been repeatedly confirmed
through observation and experiment
and the science community validates
each theory before it is accepted. If
new evidence is discovered that the
theory does not accommodate, the
theory is generally modified in light of
this new evidence. (HS-LS4-1)
Scientific Knowledge is Open to Revision

in Light of New Evidence
● Scientific argumentation is a mode of
logical discourse used to clarify the
strength of relationships between ideas
and evidence that may result in
revision of an explanation. (HS-LS2-8)
Science Department
Next Generation Science Essential

Standards Questions
HS-LS4-1 Communicate LS4.A: Evidence of Common How can Before: Adaptation Spork and Beans Activity
scientific information that Ancestry and Diversity there be so Pretest (This is Evolution demonstrating natural
common ancestry and Genetic information, like the fossil many the same test as Fitness selection:
biological evolution are record, provides evidence of similarities the posttest) Fossil http://www.gvsu.edu/cms3/as
supported by multiple lines evolution. DNA sequences vary among Founder effect sets/5FD8F095-BBA0-CAB4
of empirical evidence. among species, but there are many organisms Students Gene pool -D3330E7F1AD91A19/spork
[Clarification Statement: overlaps; in fact, the ongoing yet so many identify Genetic drift %20and%20beans.pdf
Emphasis is on a branching that produces multiple different similarities in Genetic
conceptual understanding lines of descent can be inferred by plants, various Equilibrium Peppered moth activity to
of the role each line of comparing the DNA sequences of animals, and skeletons and Hardy- demonstrate natural selection.
evidence has relating to different organisms. Such micro-organi discuss how Weinberg http://www.biologycorner.co
common ancestry and information is also derivable from sms? living things can principle m/worksheets/peppermoth_pa
biological evolution. the similarities and differences in appear similar Homologous per.html#.UtbTC_vOQZM
Examples of evidence amino acid sequences and from Explain what but be quite structure
could include similarities in anatomical and embryological type of different. Natural Links to various animations
DNA sequences, evidence. (HS-LS4-1) evidence will Selection for evolution of humans:
anatomical structures, and demonstrate During: Reproductive http://www.becominghuman.
order of appearance of LS4.B: Natural Selection relationships isolation org/
structures in embryological Natural selection occurs only if there among Students will Single-gene
development.] is both (1) variation in the genetic organisms as use the Spork trait Samples of lessons for
information between organisms in a you move and Beans Lab Speciation evolution:
HS-LS4-2 Construct an population and (2) variation in the throughout to construct a Polygenic trait http://www.nytimes.com/lear
explanation based on expression of that genetic the possible Theory ning/teachers/lessons/evolutio
evidence that the process of information—that is, trait phylogenic explanation for Vestigial n.html
evolution primarily results variation—that leads to differences tree. natural organ
from four factors: (1) the in performance among individuals. selection. Analogous Virtual lab for common
potential for a species to (HS-LS4-2),(HS-LS4-3) Why do Teacher graded structure ancestors:
increase in number, (2) the some rubric will uniformitarian http://www.ucmp.berkeley.ed
heritable genetic variation The traits that positively affect organisms include literacy ism u/education/explorations/tours
of individuals in a species survival are more likely to be survive and NGSS artificial /Trex/index.html
due to mutation and sexual reproduced, and thus are more cataclysmic standards. selection
reproduction, (3) changes in heritability
Science Department
competition for limited common in the population. the Debate: theory gene pool
resources, and (4) the (HS-LS4-3) environment of evolution. normal
proliferation of those and others do Teacher graded distribution
organisms that are better LS4.C: Adaptation not? rubric based on stabilizing
able to survive and Evolution is a consequence of the textual structure
reproduce in the interaction of four factors: (1) the Explain how evidence, directional
environment. [Clarification potential for a species to increase in evolution is literacy selection
Statement: Emphasis is on number, (2) the genetic variation of the result of standards and disruptive
using evidence to explain individuals in a species due to organisms crosscutting selection
the influence each of the mutation and sexual reproduction, interacting standards. bottleneck
four factors has on number (3) competition for an environment’s with their effect
of organisms, behaviors, limited supply of the resources that environments Students will sexual
morphology, or physiology individuals need in order to survive , but is not research an selection
in terms of ability to and reproduce, and (4) the ensuing goal-oriented extinct animal to survivorship
compete for limited proliferation of those organisms that . determine altruism
resources and subsequent are better able to survive and possible causes
survival of individuals and reproduce in that environment. Describe the of extinction.
adaptation of species. (HS-LS4-2) role that Teacher graded
Examples of evidence variation in rubric will
could include mathematical Natural selection leads to adaptation traits, caused include literacy
models such as simple that is, to a population dominated by by genetic skills.
distribution graphs and organisms that are anatomically, mutation and
proportional reasoning.] behaviorally, and physiologically sexual Write a letter to
[Assessment Boundary: well suited to survive and reproduce recombinatio local
Assessment does not in a specific environment. That is, n, plays in government
include other mechanisms the differential survival and natural official
of evolution, such as reproduction of organisms in a selection. explaining one
genetic drift, gene flow population that have an change to be
through migration, and advantageous heritable trait leads to What made within the
co-evolution.] an increase in the proportion of evidence can community in
individuals in future generations that be found to order to save an
HS-LS4-3 Apply concepts have the trait and to a decrease in the support the endangered
of statistics and probability proportion of individuals that do not. theory of species or
to support explanations that (HS-LS4-3),(HS-LS4-4) evolution? increase
Science Department
organisms with an What type of biodiversity

advantageous heritable trait Adaptation also means that the individual within the
tend to increase in distribution of traits in a population behaviors community.
proportion to organisms can change when conditions change. could Teacher created
lacking this trait. (HS-LS4-3) influence the rubric
[Clarification Statement: change in a evaluating
Emphasis is on analyzing Changes in the physical species’ literacy,
shifts in numerical environment, whether naturally chances to engineering and
distribution of traits and occurring or human induced, have survive and crosscutting
using these shifts as thus contributed to the expansion of reproduce? concepts.
evidence to support some species, the emergence of new
explanations.] [Assessment distinct species as populations
Boundary: Assessment is diverge under different conditions,
limited to basic statistical and the decline–and sometimes the After:
and graphical analysis. extinction–of some species. Students will
Assessment does not (HS-LS4-5) identify the
include allele frequency possible
calculations.] Species become extinct because they physical/genetic
can no longer survive and reproduce traits of humans
HS-LS4-4 Construct an in their altered environment. If that could
explanation based on members cannot adjust to change decrease their
evidence for how natural that is too fast or drastic, the population.
selection leads to opportunity for the species’ They will
adaptation of populations. evolution is lost. (HS-LS4-5) explain
[Clarification Statement: LS2.D: Social Interactions and possibilities to
Emphasis is on using data Group Behavior increase the
to provide evidence for Group behavior has evolved because population.
how specific biotic and membership can increase the
abiotic differences in chances of survival for individuals Given a
ecosystems (such as ranges and their genetic relatives. graphical
of seasonal temperature, (HS-LS2-8) analysis of a
long-term climate change, decreasing
acidity, light, geographic species
barriers, or evolution of population
Science Department
other organisms) contribute students will

to a change in gene construct a
frequency over time, possible
leading to adaptation of explanation and
populations.] a possible
solution to
HS-LS4-5 Evaluate the prevent
evidence supporting claims extinction.
that changes in
environmental conditions Posttest
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. [Clarification
Statement: Emphasis is on
determining cause and
effect relationships for how
changes to the environment
such as deforestation,
fishing, application of
fertilizers, drought, flood,
and the rate of change of
the environment affect
distribution or
disappearance of traits in
species.]
HS-LS2-8 Evaluate the

evidence for the role of
group behavior on
individual and species’
Science Department
chances to survive and

reproduce. [Clarification
Statement: Emphasis is on:
(1) distinguishing between
group and individual
behavior, (2) identifying
evidence supporting the
outcomes of group
behavior, and (3)
developing logical and
reasonable arguments based
on evidence. Examples of
group behaviors could
include flocking, schooling,
herding, and cooperative
behaviors such as hunting,
migrating, and swarming.]
Sources:
Adapted from Next Generation Science Standards (NGSS)/ Kentucky Department of Education (KDE):
http://education.ky.gov/curriculum/conpro/science/Pages/Next-Generation-Science-Standards.aspx
Adapted from SVSU: http://www.svsu.edu/supo/notinmenu/chs/science/
For pacing and more specific breakdown of implementation please see appendix

18-19 Biology Curriculum Map Pacing Guide 2016-17

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Science Department

Menifee County High School Biology Curriculum Map/Pacing Guide

Time Frame:​ ​August

measurements and consider and evidence and to add interest.

that theories and laws that

Next Generation Essential

system.] [Assessment ion https://docs.google.com/docu

HS-LS1-6 ​Construct and The sugar molecules thus

molecules may combine and other carbon-based

Time Frame: September- October

represent, and model data. Simple

Constructing Explanations and

Connections to Nature of Science

Scientific Knowledge is Open to

Next Generation Essential Vocabular

different environments.] observation logs

Science Pacing Guide

Time Frame: October-November Biology

Connections to Nature of Science

Scientific Knowledge is Open to

Next Generation Essential

support and revise challenge the functioning of change in a Survivorship

Science Pacing Guide

Next Generation Essential

Science Pacing Guide

Next Generation Essential

engineering and heritable

Science Pacing Guide

digital tools when feasible.

Engaging in Argument from

Next Generation Essential

Boundary: Assessment LS3.A: Inheritance of Traits During: Hybrid

Science Pacing Guide

and performance of a proposed process question or solve a problem.

Scientific Knowledge is Open to Revision

Next Generation Science Essential

organisms with an What type of biodiversity

other organisms) contribute students will

HS-LS2-8 ​Evaluate the

chances to survive and

Adapted from SVSU:​ ​http://www.svsu.edu/supo/notinmenu/chs/science/

Potrebbero piacerti anche

Time Frame: August

HS-LS1-6 Construct and The sugar molecules thus

HS-LS2-8 Evaluate the

Adapted from SVSU: http://www.svsu.edu/supo/notinmenu/chs/science/