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Biology Curriculum
Overview
http://science.dmschools.org
2017-2018
Biology Curriculum Overview
2017-2018
Biology Course Description
There are four life science disciplinary core ideas in high school biology: 1) From Molecules to Organisms: Structures and Processes, 2) Heredity: Inheritance and Variation of
Traits, 3) Biological Evolution: Unity and Diversity, 4) Ecosystems: Interactions, Energy, and Dynamics. While the performance expectations in high school life science couple
particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices underlying the performance expectations.
The performance expectations in LS1: From Molecules to Organisms: Structures and Processes help students formulate an answer to the question, “How do organisms live and
grow?” The LS1 Disciplinary Core Idea from the NRC Framework is presented as three sub-ideas: Structure and Function, Growth and Development of Organisms, and
Organization for Matter and Energy Flow in Organisms. In these performance expectations, students demonstrate that they can use investigations and gather evidence to
support explanations of cell function and reproduction. They understand the role of proteins as essential to the work of the cell and living systems. Students can use models to
explain photosynthesis, respiration, and the cycling of matter and flow of energy in living organisms. The cellular processes can be used as a model for understanding of the
hierarchical organization of organism. Crosscutting concepts of matter and energy, structure and function, and systems and system models provide students with insights to the
structures and processes of organisms.
The performance expectations in LS3: Heredity: Inheritance and Variation of Traits help students formulate answers to the questions: “How are characteristics of one generation
passed to the next? How can individuals of the same species and even siblings have different characteristics?” The LS3 Disciplinary Core Idea from the NRC Framework includes
two sub-ideas: Inheritance of Traits, and Variation of Traits. Students are able to ask questions, make and defend a claim, and use concepts of probability to explain the genetic
variation in a population. Students demonstrate understanding of why individuals of the same species vary in how they look, function, and behave. Students can explain the
mechanisms of genetic inheritance and describe the environmental and genetic causes of gene mutation and the alteration of gene expression. Crosscutting concepts of
patterns and cause and effect are called out as organizing concepts for these core ideas.
The performance expectations in LS4: Biological Evolution: Unity and Diversity help students formulate an answer to the question, “What evidence shows that different species
are related? The LS4 Disciplinary Core Idea involves four sub-ideas: Evidence of Common Ancestry and Diversity, Natural Selection, Adaptation, and Biodiversity and Humans.
Students can construct explanations for the processes of natural selection and evolution and communicate how multiple lines of evidence support these explanations. Students
can evaluate evidence of the conditions that may result in new species and understand the role of genetic variation in natural selection. Additionally, students can apply
concepts of probability to explain trends in populations as those trends relate to advantageous heritable traits in a specific environment. The crosscutting concepts of cause and
effect and systems and system models play an important role in students’ understanding of the evolution of life on Earth.
The performance expectations in LS2: Ecosystems: Interactions, Energy, and Dynamics help students formulate an answer to the question, “How and why do organisms interact
with their environment, and what are the effects of these interactions?” The LS2 Disciplinary Core Idea includes three sub-ideas: Interdependent Relationships in Ecosystems,
Cycles of Matter and Energy Transfer in Ecosystems, Ecosystem Dynamics, and Functioning, and Resilience. High school students can use mathematical reasoning to
demonstrate understanding of fundamental concepts of carrying capacity, factors affecting biodiversity and populations, and the cycling of matter and flow of energy among
organisms in an ecosystem. These mathematical models provide support of students’ conceptual understanding of systems and their ability to develop design solutions for
reducing the impact of human activities on the environment and maintaining biodiversity. Crosscutting concepts of systems and system models play a central role in students’
understanding of science and engineering practices and core ideas of ecosystems.
Modified from: June 2013 ©2013 Achieve, Inc. All rights reserved.
Biology Curriculum Overview
2017-2018
Evidence shows the student can...
Standards-Referenced Grading Basics
The teacher designs instructional activities that grow and measure a student’s skills in the elements
identified on our topic scales. Each scale features many such skills and knowledges, also called
learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and
3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning
that the task measured the A item at Level 3.
When identifying a Topic Score, the teacher looks at
all evidence for the topic. The table to the right shows
which Topic Score is entered based on what the Body
of Evidence shows.
Demonstrate all learning targets from Level 3 and
Level 4
Demonstrate all learning targets from Level 3 with
partial success at Level 4
Demonstrate all learning targets from Level 3
Demonstrate some of the Level 3 learning targets
Demonstrate all learning targets from Level 2 but
none of the learning targets from Level 3
Demonstrate some of the Level 2 learning targets
and none of the Level 3 learning targets
Demonstrate none of the learning targets from
Level 2 or Level 3
Produce no evidence appropriate to the learning
targets at any level
Topic
Score
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0
Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores.
Multiple Opportunities
It’s not about going back to do a retake, or back to redo
something; it’s about going forward, continually
scaffolding
student
learning
through
multiple
opportunities, and noting that improved learning. Our curriculum builds on itself. “Multiple opportunities”
are about taking an assessment and connecting it to past topics. It’s about allowing students to
demonstrate their learning multiple times in units subsequent to their current unit, or when learning is
scaffolded into future units.
Multiple Opportunities will be noted in the guide to the right of the scales. Here you will see initial thinking
of connections to other topics. This is also a place where teachers can add connections through their
PLCs.
Guiding Practices of StandardsReferenced Grading
1. A consistent 4-point grading scale will be
used.
2. Student achievement and behavior will be
reported separately.
3. Scores will be based on a body of evidence.
4. Achievement will be organized by learning
topic and converted to a grade at semester’s
end.
5. Students will have multiple opportunities to
demonstrate proficiency.
6. Accommodations and modifications will be
provided for exceptional learners.
Biology Curriculum Overview
Rough Timeframe
Content Topics
Connected NGSS Performance
Expectations

Structure and Function
HS-LS1-2
HS-LS1-3
4-5 weeks

Matter and Energy Flow in Organisms
HS-LS1-5
HS-LS1-6
HS-LS1-7
4-5 weeks

Inheritance of Traits
3-4 weeks

Variation of Traits
HS-LS1-1
HS-LS1-4
HS-LS3-1
HS-LS3-2
HS-LS3-3
3-4 weeks
2017-2018
Semester Break
4 weeks

Common Ancestry and Natural Selection
HS-LS4-1
HS-LS4-2
HS-LS4-3
4 weeks

Adaptation
4 weeks

Interdependent Relationships in Ecosystems
4 weeks

Cycles of Matter and Energy in Ecosystems
HS-LS4-4
HS-LS4-5
HS-LS2-8
HS-LS2-1
HS-LS2-2
HS-LS2-7
HS-LS2-3
HS-LS2-4
HS-LS2-5
Biology Curriculum Overview
2017-2018
In addition to score 3.0 performance, the student demonstrates in-depth inferences and
applications that go beyond what was taught.
Topic: Structure and Function
Driving Questions: How do systems work in a multi-celled organism and what happens if there is a change in a system? How do organisms survive even when there are
changes in their environment?
Crosscutting Concept: Systems and System Models, Structure and Function, and Stability and Change
Science and Engineering Practices: Developing and using models, planning and carrying out investigations
Performance Expectation: HS-LS1-2, HS-LS1-3
Level 4
Level 3
Level 2
Students will:
Students will:
A. Develop and use a model to illustrate how the interactions
between systems (examples: cardiovascular, nervous,
endocrine) provides specific functions in multicellular organisms.
HS-LS1-2
B. Plan, conduct, and analyze an investigation to provide evidence
that feedback mechanisms maintain homeostasis within an
organism (see evidence statements for rubric design). HS-LS1-3
A. 1. Identify and describe the relevant parts and functions of at
least two major organ systems.
2. Describe how the organ systems impact each other and the
overall system.
B. 1. Describe feedback mechanisms which maintain homeostasis in
response to environmental change.
2. Conduct and analyze an investigation to explore the
relationships between feedback mechanisms and homeostasis
within an organism.
specific vocabulary is underlined and bolded in the learning targets:
Biology Curriculum Overview
2017-2018
A. Use a model to illustrate the rearrangement of matter, flow of
energy, and inputs/outputs of photosynthesis. HS-LS1-5
A. 1. Identify the inputs and outputs of photosynthesis.
2. Trace the flow of energy and matter through the
model of photosynthesis.
B. Construct an explanation based on evidence that explains how
organisms break down molecules and rearrange them to make
other essential molecules according to the Law of conservation of
matter. HS-LS1-6
B. 1. Identify where energy is stored in molecules
2. Identify the atomic components of sugars, amino
acids, and other larger carbon based compounds.
3. Describe the Laws of conservation of matter and
energy.
C. Use a model to illustrate the release of energy in bonds, including
the inputs and outputs of cellular respiration. HS-LS1-7
C. 1. Identify the inputs and outputs of cellular respiration.
2. Trace the flow of energy and matter through the
model of cellular respiration.
3. Describe the relationship between the Law of
conservation of matter and energy to photosynthesis
and cellular respiration.
specific vocabulary is underlined and bolded in learning targets:
Student’s performance reflects insufficient progress towards foundational skills
and knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
Topic: Matter and Energy Flow in Organisms
Driving Questions: How do living things acquire energy and matter for life? How do organisms store energy? How are photosynthesis and cellular respiration connected?
What components are necessary to build more complex molecules?
Crosscutting Concept: Energy and Matter
Science and Engineering Practices: Developing and using models, Constructing explanations
Performance Expectation: HS-LS1-5, HS-LS1-6, HS-LS1-7
Level 4
Level 3
Level 2
Level
1
Students will:
Students will:
Biology Curriculum Overview
Level 4
2017-2018
Topic: Inheritance of Traits
Driving Questions: How are characteristics of one generation passed to the next? What allows traits to be transmitted from parents to offspring?
Crosscutting Concept: Cause and Effect
Science and Engineering Practices: Asking questions and defining problems
Performance Expectation: HS-LS1-4, HS-LS1-1, HS-LS3-1,
Level 3
Level 2
A. Use a model to illustrate the role of the cell cycle and differentiation in
producing and maintaining complex organism. HS-LS1-4
Students will:
A. 1. Describe the steps of the cell cycle
2. Explain how cells differentiate to create different
cell types
B. Construct an explanation based on evidence for how the structure of
DNA determines the structure of proteins. HS-LS1-1
B.
o
o
o
C. Create a model of meiosis to demonstrate how characteristics of one
generation are passed to the next with variation
C. 1. Explain how DNA is passed from parent to
offspring
2. Explain why the offspring is not an exact copy of
the parents
3. Describe how meiosis creates genetic variation
D. Ask questions to clarify relationships about the role of DNA and
chromosomes in coding the instructions for traits passed during meiosis.
HS-LS3-1
D. Describe the characteristics of an empirically
testable questions
Describe the relationship between the following:
Cells and DNA
DNA and Genes
Genes and Proteins
specific vocabulary is underlined and bolded in learning targets:
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth inferences and
applications that go beyond what was taught.
Students will:
Level
1
Biology Curriculum Overview
2017-2018
A. Make and defend a claim based on evidence suggesting the
sources of genetic variation through mutations. HS-LS3-2
A. 1. Explain how mutations result from errors during
B. Apply concepts of statistics to predict the probability of
inheriting a given trait. HS-LS3-3
B. Create a Punnett square to predict the probability of
genotypes and phenotypes of offspring.
C. Apply concepts of statistics and probability to explain the
variation and distribution of expressed traits in a population. HSLS3-3
C. Describe the frequency of traits in a population.
End of Semester 1
replication.
2. Explain how mutations result from environmental factors.
3. Describe how variations produced by mutation and
meiosis can be inherited.
4. Connect mutations to changes in DNA and the resultant
changes in protein synthesis.
specific vocabulary is underlined and bolded in learning targets:
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth inferences
and applications that go beyond what was taught.
Topic: Variation of Traits
Driving Questions: What is the chance of a trait being passed from one generation to another? What happens if there is a mutation in that gene? What combinations of
alleles are possible? What contributes to phenotype?
Crosscutting Concept: Scale, Proportion, and Quantity; Cause and Effect
Science and Engineering Practices: Analyzing and Interpreting Data, and Engaging in Argument from Evidence
Performance Expectation: HS-LS3-2, HS-LS3-3
Level 4
Level 3
Level 2
Level
1
Students will:
Students will:
Biology Curriculum Overview
2017-2018
A. Construct an argument for evolution based on common ancestry
and communicate how multiple lines of evidence support these
explanations. HS-LS4-1
A. 1. Describe how commonalities between DNA sequences or
amino acid sequences support the idea of a common
ancestry.
2. Create inferences of possible lines of evolutionary descent
based on the fossil record.
3. Compare and contrast anatomical (homologous and
vestigial) and embryological structures to suggest
evolutionary relationships.
B. Construct an explanation based on evidence that evolution
through the process of natural selection primarily results from a
combination of four factors. HS-LS4-2
B. 1. Describe why variation is necessary for the process of
evolution to occur.
2. Describe why reproduction is necessary for the process of
evolution to occur.
3. Describe how competition drives the process of evolution
to occur.
4. Provide reasons for the trend of an advantageous trait in
a population over time.
C. Apply concepts of statistics and probability to support
explanations of change in heritable traits over time. HS-LS4-3
C. Identify changes in the distribution of traits in a population
specific vocabulary is underlined and bolded in learning targets:
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth inferences
and applications that go beyond what was taught.
Topic: Common Ancestry and Natural Selection
Driving Questions: What processes influence natural selection? What evidence did Darwin provide that became the foundation for the study of Evolution? What do
changes in patterns in phenotypes mean? How do organisms ensure that their gene pool gets passed on? What affects a population’s chance of survival?
Crosscutting Concept: Patterns, Cause and Effect
Science and Engineering Practices: Analyzing and Interpreting Data, Construction Explanations and Designing Solutions, Engaging in Argument from Evidence
Performance Expectation: HS-LS4-2, HS-LS4-3, HS-LS4-1
Level 4
Level 3
Level 2
Level
1
Students will:
Students will:
Biology Curriculum Overview
2017-2018
A. Evaluate evidence to create a logical argument that changes in
environmental conditions may result in the change, development, or
extinction of species over time. HS-LS4-5
A. 1. Identify and describe specific situations where a
change in the environment causes the number of
individuals in a species to change (increases vs
extinction).
2. Identify and describe specific situations where a
change in the environment may cause speciation.
B. Construct an explanation based on evidence for how natural selection leads
to adaptation of populations. HS-LS4-4
B. Discuss how advantageous traits results in an
adaptation in a population to a particular
environment.
C. Evaluate the evidence for the role of group behavior adaptations on
individual and species chances to survive and reproduce. HS-LS2-8
C. Identify the pros and cons of cooperative behaviors
(examples: flocking, schooling, herding, hunting,
migrating, and swarming).
specific vocabulary is underlined and bolded in learning
targets:
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
Topic: Adaptation
Driving Questions: How does natural selection lead to adaptation in populations? How do changes in ecosystems influence populations? What are the cause and effect
criteria for changes in populations?
Crosscutting Concept: Patterns, Cause and Effect
Science and Engineering Practices: Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Using
Mathematical and Computational Thinking
Performance Expectation: HS-LS4-4, HS-LS4-5, HS-LS2-8
Level 4
Level 3
Level 2
Level
1
Students will:
Students will:
Biology Curriculum Overview
2017-2018
Topic: Interdependent Relationships in Ecosystems
Driving Questions: How and why do populations change over time? What happens if a population uses up its resources
Crosscutting Concept: Scale, proportion, and quantity
Science and Engineering Practices: Using Mathematical and Computational Thinking
Performance Expectation: HS-LS2-1, HS-LS2-2 , HS-LS2-7
Level 3
Level 2
Level 4
A. Use mathematical representations to explain factors that affect carrying
capacity of ecosystems at different scales. HS-LS2-1
Students will:
A. 1. Understand the difference between logistic and
exponential growth.
2. Describe the role/availability of resources and
their impact on the carrying capacity of ecosystems.
3. Describe how limiting factors (boundaries,
resources, climate, and competition) are impacted
by the scale of the system.
B. Use mathematical representations to support explanations based on
evidence about biotic and abiotic factors affecting biodiversity and
populations. HS-LS2-2
B. Use mathematical representations to identify
changes over time in the number and types of
organisms.
C. Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity. HS-LS2-7
C. Explain how a proposed solution will decrease the
negative effects of human activity on the
environment and biodiversity.
specific vocabulary is underlined and bolded in learning targets:
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
Students will:
Level
1
Biology Curriculum Overview
Level 4
2017-2018
Topic: Cycles of Matter and Energy in Ecosystems
Driving Questions: Why is the cycling of matter and energy important? How is matter and energy linked in ecosystems?
Crosscutting Concept: Systems and System Models, Energy and Matter
Science and Engineering Practices: Developing and using models, Constructing Explanations, and Using mathematical and computational thinking
Performance Expectation: HS-LS2-3, HS-LS2-4, HS-LS2-5
Level 3
Level 2
Students will :
A. Construct and revise an explanation based on evidence for the cycling of
matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-3
A. Compare how the inputs and outputs of cellular
respiration differ in aerobic vs anaerobic
respiration.
B. Use mathematical representations (10% rule) to support claims for the
cycling of matter and energy among organisms in an ecosystem. HS-LS2-4
B. 1. Describe the relative quantities of organisms,
matter, and energy in an ecosystem’s food web.
2. Calculate the relative amount of matter and
energy available at different trophic levels in an
energy pyramid.
C. Develop a model (incorporating photosynthesis and cellular respiration) to
illustrate the cycling of carbon among the biosphere, atmosphere,
hydrosphere, and geosphere. HS-LS2-5
C. 1. Describe the exchange of carbon between
living organisms and the environment.
2. Describe the role of storing carbon in
organisms and non-living components as a part of
the carbon cycle.
specific vocabulary is underlined and bolded in learning
targets:
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth inferences and
applications that go beyond what was taught.
Students will:
Level
1