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NGSS Biology Curriculum Map

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Biology Curriculum Map

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NGSS Biology Outline

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Biology Outline

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Unit 2 - Cells

HS-LS1-1, HS-LS1-2, HS-LS1-4

• 2-1 Cell Theory
• 2-2 Prokaryotic and Eukaryotic Cells
• 2-3 Cell Organelles
• 2-4 Passive Cellular Transport
• 2-5 Active Cellular Transport
• 2-6 Stem Cells
• 2-7 Cell Cycle (Mitosis)
• 2-8 Regulation of the Cell

Unit 3 - Classification & Taxonomy

HS-LS1-2

• 3-1 Cladograms and Dichotomous Keys
• 3-2 Carolus Linnaeus’ System for Classifying Organisms (Domain, Kingdom, Phylum, Class, Genus, species, etc.) according to characteristics such as cell type, reproductive and eating habits, body structure and function
• 3-3 The Six Kingdoms of Life (Archaebacteria, Eubacteria, Protista, Fungi, Plantae and Animalia, and non-living Viruses)

Unit 4 - Ecology

HS-LS1-2, HS-LS2-1, HS-LS2-2, HS-LS2-6, HS-LS2-7, HS-LS2-8

Unit 5 - Energy Flow

HS-LS1-5, HS-LS1-7, HS-LS2-2, HS-LS2-3, HS-LS2-4, HS-LS2-6

• 5-1 Producers vs. Consumers
• 5-2 ATP
• 5-3 Photosynthesis
• 5-4 Cellular Respiration
• 5-5 Food Webs
• 5-6 Trophic Pyramids
• 5-7 Nutrient Cycling

Unit 6 - Genetics

HS-LS1-1

• 6-1 DNA and RNA Structure
• 6-2 DNA Replication
• 6-3 Meiosis
• 6-4 Protein Synthesis
• 6-5 Enzymes
• 6-6 Mutations
• 6-7 Genetic Engineering

Unit 7 - Heredity

HS-LS3-1, HS-LS3-2, HS-LS3-3

• 7-1 Mendelian Genetics
• 7-2 Monohybrid Inheritance
• 7-3 Dihybrid Inheritance
• 7-4 Modified Mendelian Ratios
• 7-5 Pedigrees
• 7-6 Genetic Disorders

Unit 8 - Evolution

HS-LS4-1, HS-LS4-2, HS-LS4-3, HS-LS4-4, HS-LS4-5

• 8-1 Evolutionary Theory Pre-Darwin
• 8-2 Evidence of Evolution
• 8-3 Phylogeny, Taxonomy and Phylogenetic Trees
• 8-4 Principles of Natural Selection
• 8-5 Modes of Natural Selection
• 8-6 Mechanisms of Microevolution
• 8-7 Genetic Equilibrium and Hardy-Weinberg Calculations
• 8-8 Patterns in Macroevolution

Unit 9 - Human Body Systems

HS-LS1-2

• 9-1 Integumentary System
• 9-2 Skeletal System
• 9-3 Muscular System
• 9-4 Digestive System
• 9-5 Circulatory System
• 9-6 Lymphatic System
• 9-7 Respiratory System
• 9-8 Urinary System
• 9-9 Endocrine System
• 9-10 Reproductive System
• 9-11 Nervous System

High School Life Sciences Standards that iTeachly Curriculum Covers

Molecules to Organisms

• 1-1 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.
• 1-2 Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system.
• 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
• 1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
• 1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
• 1-6. 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.
• 1-7. 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.

Ecosystems: Interactions, Energy and Dynamics

• 2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
• 2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
• 2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
• 2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
• 2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
• 2-6. 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.
• 2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
• 2-8. Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Heredity: Inheritance and Variation of Traits

• 3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
• 3-2. 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.
• 3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Biological Evolution: Unity and Diversity

• 4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
• 4-2. 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.
• 4-3. 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.
• 4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
• 4-5. 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.
• 4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

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