Meets the following standards: 
Grades: 9-12
Standards Correlation
NGSS, NSES, AK, AZ, CA, CO, CT, DE, DC, FL, GA, HI, ID, IL, IN, IA, KS, KY, ME, MD, MA, MI, MN, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, OH, OK, OR, PA, RI, SD, TN, TX, UT, VT, VA, WA, WV, WI, WY
To access the full list of standards, visit https://www.nextgenscience.org/sites/default/files/HS%20LS%20topics%20combined%206.13.13.pdf

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Biology
SB1. Obtain, evaluate, and communicate information to analyze the nature of the
relationships between structures and functions in living cells.
a. Construct an explanation of how cell structures and organelles (including nucleus, cytoplasm,
cell membrane, cell wall, chloroplasts, lysosome, Golgi, endoplasmic reticulum, vacuoles,
ribosomes, and mitochondria) interact as a system to maintain homeostasis.
b. Develop and use models to explain the role of cellular reproduction (including binary fission,
mitosis, and meiosis) in maintaining genetic continuity.
c. Construct arguments supported by evidence to relate the structure of macromolecules
(carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out
cellular processes.
(Clarification statement: The function of proteins as enzymes is limited to a conceptual
understanding.)
d. Plan and carry out investigations to determine the role of cellular transport (e.g., active,
passive, and osmosis) in maintaining homeostasis.
e. Ask questions to investigate and provide explanations about the roles of photosynthesis and
respiration in the cycling of matter and flow of energy within the cell (e.g., single-celled
alga).
(Clarification statement: Instruction should focus on understanding the inputs, outputs, and
functions of photosynthesis and respiration and the functions of the major sub-processes of
each including glycolysis, Krebs cycle, electron transport chain, light reactions, and Calvin
cycle.)
SB2. Obtain, evaluate, and communicate information to analyze how genetic information is
expressed in cells.
a. Construct an explanation of how the structures of DNA and RNA lead to the expression of
information within the cell via the processes of replication, transcription, and translation.
b. Construct an argument based on evidence to support the claim that inheritable genetic
variations may result from:
 new genetic combinations through meiosis (crossing over, nondisjunction);
 non-lethal errors occurring during replication (insertions, deletions, substitutions); and/or
 heritable mutations caused by environmental factors (radiation, chemicals, and viruses).
c. Ask questions to gather and communicate information about the use and ethical
considerations of biotechnology in forensics, medicine, and agriculture.
(Clarification statement: The element is intended to include advancements in technology
relating to economics and society such as advancements may include Genetically Modified
Organisms.)
SB3. Obtain, evaluate, and communicate information to analyze how biological traits are
passed on to successive generations.
a. Use Mendel’s laws (segregation and independent assortment) to ask questions and define
problems that explain the role of meiosis in reproductive variability.
b. Use mathematical models to predict and explain patterns of inheritance.
(Clarification statement: Students should be able to use Punnett squares (monohybrid and
dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns:
dominance, codominance, incomplete dominance.)
c. Construct an argument to support a claim about the relative advantages and disadvantages of
sexual and asexual reproduction.
SB4. Obtain, evaluate, and communicate information to illustrate the organization of
interacting systems within single-celled and multi-celled organisms.
a. Construct an argument supported by scientific information to explain patterns in structures
and function among clades of organisms, including the origin of eukaryotes by
endosymbiosis. Clades should include:
 archaea
 bacteria
 eukaryotes
 fungi
 plants
 animals
(Clarification statement: This is reflective of 21st century classification schemes and nested
hierarchy of clades and is intended to develop a foundation for comparing major groups of
organisms. The term 'protist' is useful in describing those eukaryotes that are not within the
animal, fungal or plant clades but the term does not describe a well-defined clade or a natural
taxonomic group.)
b. Analyze and interpret data to develop models (i.e., cladograms and phylogenetic trees) based
on patterns of common ancestry and the theory of evolution to determine relationships
among major groups of organisms.
c. Construct an argument supported by empirical evidence to compare and contrast the
characteristics of viruses and organisms.
SB5. Obtain, evaluate, and communicate information to assess the interdependence of all
organisms on one another and their environment.
a. Plan and carry out investigations and analyze data to support explanations about factors
affecting biodiversity and populations in ecosystems.
(Clarification statement: Factors include population size, carrying capacity, response to
limiting factors, and keystone species.)
b. Develop and use models to analyze the cycling of matter and flow of energy within
ecosystems through the processes of photosynthesis and respiration.
 Arranging components of a food web according to energy flow.
 Comparing the quantity of energy in the steps of an energy pyramid.
 Explaining the need for cycling of major biochemical elements (C, O, N, P, and H).
c. Construct an argument to predict the impact of environmental change on the stability of an
ecosystem.
d. Design a solution to reduce the impact of a human activity on the environment.
(Clarification statement: Human activities may include chemical use, natural resources
consumption, introduction of non-native species, greenhouse gas production.)
e. Construct explanations that predict an organism’s ability to survive within changing
environmental limits (e.g., temperature, pH, drought, fire).
SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.
a. Construct an explanation of how new understandings of Earth’s history, the emergence of
new species from pre-existing species, and our understanding of genetics have influenced our
understanding of biology.
b. Analyze and interpret data to explain patterns in biodiversity that result from speciation.
c. Construct an argument using valid and reliable sources to support the claim that evidence
from comparative morphology (analogous vs. homologous structures), embryology,
biochemistry (protein sequence) and genetics support the theory that all living organisms are
related by way of common descent.
d. Develop and use mathematical models to support explanations of how undirected genetic
changes in natural selection and genetic drift have led to changes in populations of
organisms.
(Clarification statement: Element is intended to focus on basic statistical and graphic
analysis. Hardy Weinberg would be an optional application to address this element.)
e. Develop a model to explain the role natural selection plays in causing biological resistance
(e.g., pesticides, antibiotic resistance, and influenza vaccines).

Biology Lab Goals:
Learning Goals and Objectives
Goal-1: Students learn to apply the scientific method and knowledge for solving biological
problems.
• Objective1: Understand a biological problem or question and articulate its significance.
• Objective2: Critically evaluate an experimental method used to solve a biological
problem.
• Objective3: Understand the results of a biological experiment presented in various
formats.
• Objective4: Use a statistical tool to answer a biological question or solve a problem.
• Objective5: Use a technical tool to answer a biological question or solve a problem.
• Objective6: Critically evaluate evidence and sources of information for solving a
biological problem.
Goal-2: Students learn to effectively communicate results of a biological study to any audience.
• Objective1: Create a convincing presentation of a biological research or project.
• Objective2: Give a convincing oral presentation of a biological research or project.

Mrs. Collins has been teaching science for 23 years. She is certified in science, agriculture and gifted education. She currently teaches Biology in the school system so she has access to a large variety of resources that can benefit students enrolled in this class. 

CK-12 Flexbooks
Amoeba Sisters Video Recaps
Holt Biology Textbook
MooMath & Science Video Summaries
Lumen Learning

The above will be utilized by the teacher, all reading or pdfs will be provided for the student. The reading level overall for online chapters will be 6th grade.