Monroe Township

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Honors Biology
District Curriculum / Grade 9 / Science

2 Curriculum Developers

Course Plan - Curriculum

Unit
Unit
Science
Science as
as A
A Process
Process
Week 1 - Week 3
Category
Category

Stage 1: Desired Results

NJSLS-S: Science and Engineering Prac!ces

NJSLS-S: 9-12
Prac!ce 1. Asking ques!ons (for science) and defining problems (for engineering)

Asking ques!ons and defining problems in 9–12 builds on K–8 experiences and progresses to formula!ng, refining,
and evalua!ng empirically testable ques!ons and design problems using models and simula!ons.

Ask ques!ons that arise from careful observa!on of phenomena, or unexpected results, to clarify and/or seek
addi!onal informa!on.
Evaluate a ques!on to determine if it is testable and relevant.

Prac!ce 3. Planning and carrying out inves!ga!ons

Planning and carrying out inves!ga!ons in 9-12 builds on K-8 experiences and progresses to include inves!ga!ons
that provide evidence for and test conceptual, mathema!cal, physical, and empirical models.

Plan an inves!ga!on or test a design individually and collabora!vely to produce data to serve as the basis for
evidence as part of building and revising models, suppor!ng explana!ons for phenomena, or tes!ng solu!ons to
problems. Consider possible confounding variables or effects and evaluate the inves!ga!on’s design to ensure
variables are controlled.
Plan and conduct an inves!ga!on individually and collabora!vely to produce data to serve as the basis for evidence,
Standards
Standards // and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and
Learning
Learning Goals
Goals consider limita!ons on the precision of the data (e.g., number of trials, cost, risk, !me), and refine the design
accordingly.

Prac!ce 4. Analyzing and interpre!ng data

Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed sta!s!cal analysis,
the comparison of data sets for consistency, and the use of models to generate and analyze data.

Compare and contrast various types of data sets (e.g., self-generated, archival) to examine consistency of
measurements and observa!ons.

Prac!ce 6. Construc!ng explana!ons (for science) and designing solu!ons (for engineering)

Construc!ng explana!ons and designing solu!ons in 9–12 builds on K–8 experiences and progresses to explana!ons
and designs that are supported by mul!ple and independent student-generated sources of evidence consistent with
scien!fic ideas, principles, and theories.

Make a quan!ta!ve and/or qualita!ve claim regarding the rela!onship between dependent and independent
variables.

Interac!ve version of NGSS

NGSS Resources
© Copyright 2013 Achieve, Inc. All rights reserved.

Academic
Academic
Vocabulary
Vocabulary

Design their own experiment based upon a natural phenomena.

Transfer
Transfer Perform graphical data analysis.
Describe the science of Biology and the interrela!onships of living things.

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 The scien!fic method is a process used in science to solve problems and generate new ideas.
Understandings
Understandings
Problems don’t o#en have clear right or wrong answers. Scien!sts make predica!ons based upon evidence available.
Hypotheses can be changed as new evidence becomes available.
Graphical data is o#en used to organize scien!fic data so it can be easily analyzed.
All living things share a set of characteris!cs.

Essen!al
Essen!al How do scien!sts generate new ideas?
Ques!ons
Ques!ons What characteris!cs do all living things share?

There are several steps to the scien!fic method.

The key parts of an experiment consist of independent and dependent variables.
Data can be presented in graphical form, which can then be interpreted.
Living things have DNA.
Living things grow and develop.
Content
Content Living things respond to their environment.
Living things are made up of cells.
Living things reproduce.
Living things maintain a stable internal environment.
Living things obtain and use material and energy.
Living things evolve

Differen!ate between hypothesis, theory and law.

Design their own experiment with a hypothesis, variable and controls.
Skills
Skills
Determine which type of graph would be used to best represent the data presented.
Analyze graphical data and formulate valid and supported conclusions.

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 Unit
Unit
Cell
Cell Specializa!on
Specializa!on
Week 6 - Week 9
Category
Category

Stage 1: Desired Results

NJ: 2020 SLS: Science

NJ: Grades 9-12
HS-LS1 From Molecules to Organisms: Structures and Processes

Standards
Standards // Students who demonstrate understanding can: Show Details
Learning
Learning Goals
Goals
HS-LS1-2. Develop and use a model to illustrate the hierarchical organiza!on of interac!ng systems that provide
specific func!ons within mul!cellular organisms. Show Details

Copyright © State of New Jersey, 1996 - 2020.

Academic
Academic
Vocabulary
Vocabulary

Describe the interconnec!on between living organisms, !ssues and cells.

Transfer
Transfer
Iden!fy the various !ssue types that compose the human body.

Cells contain different organelles in varying amounts based upon the cells func!on.
Each component of the cell has a specific func!on, which enables the cell as a whole to survive and func!on.
Understandings
Understandings
Tissues are groups of cells grouped together for a common purpose.
Organ systems are composed of various !ssue types.

If life were found on another planet do you think that it would be composed of cells?
Essen!al
Essen!al
Is there one cellular component that is the most important for the cell to survive?
Ques!ons
Ques!ons
How have microscopes allowed for many of the discoveries related to cells?

All living things are composed of cells.

Cells are the basic unit of structure and func!on of living things.
All cells come from other cells.
Each organelle within a cell has a specific func!on.
Content
Content Prokaryo!c cells lack a true nucleus and membrane bound organelles, while eukaryo!c cells contain a nucleus and
membrane bound organelles.
There are several structural differences between typical plant and animal cells.
The surface area to volume ra!o places a limita!on on cell size.
Microscopes are an important tool in the study of microorganisms.

Describing how you would determine whether the cells of a newly discovered organism were prokaryo!c or
eukaryo!c.
Skills
Skills Using a compound microscope to observe and study cells.
Comparing and contras!ng a typical plant and animal cell.Create a model of a cell and its organelles.
Iden!fy the various !ssue types found in the human body and other living organisms.

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 Unit
Unit
Homeostas!s
Homeostas!s and
and Transport
Transport
Week 9 - Week 12
Category
Category

Stage 1: Desired Results

NJ: 2020 SLS: Science

NJ: Grades 9-12
HS-LS1 From Molecules to Organisms: Structures and Processes

Standards
Standards // Students who demonstrate understanding can: Show Details
Learning
Learning Goals
Goals
HS-LS1-3. Plan and conduct an inves!ga!on to provide evidence that feedback mechanisms maintain homeostasis.
Show Details

Copyright © State of New Jersey, 1996 - 2020.

Academic
Academic
Vocabulary
Vocabulary

Describe how posi!ve and nega!ve feedback are present in all living systems.
Transfer
Transfer
Illustrate homeostasis as important process in living things.

Cell membrane structure can vary based upon the loca!on and func!on of the cell.
Understandings
Understandings Cellular transport is key to an organism’s survival in order to get rid of wastes and gain nutrients. Without cellular
transport cells could not maintain homeostasis and would die

How does the plasma membrane help cells maintain homeostasis?

Essen!al
Essen!al
What would happen to a living thing if suddenly its cells where no longer able to transport materials through their cell
Ques!ons
Ques!ons
membranes.

Membranes are described using the fluid mosaic model.

The cell membrane acts as a selec!ve barrier controlling what enters and leaves a cell.
Diffusion, osmosis and facilitated diffusion are types of passive transport, which require no energy expenditure.
Content
Content
Ac!ve transport requires the cell to expend energy in the form of ATP.
Large par!cles can enter and exit the cell via exocytosis and endocytosis.
Hypotonic, hypertonic and isotonic solu!ons have varying affects on cells.

Relate membrane structure to membrane func!on.

Analyze cells in different solu!on to determine how osmosis works.
Skills
Skills
Complete a differen!ated lab ac!vity, which illustrates how diffusion and osmosis works.
Explain how the cells of mul!cellular organisms work together to maintain homeostasis

Unit
Unit
Energy
Energy of
of Living
Living Systems
Systems
Week 12 - Week 15
Category
Category

Stage 1: Desired Results

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 Standards
Standards //
NJ: 2020 SLS: Science
Learning
Learning Goals
Goals
NJ: Grades 9-12
HS-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can: Show Details

HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Show Details

HS-LS1-7. Use a model to illustrate that cellular respira!on is a chemical process whereby the bonds of food
molecules and oxygen molecules are broken and the bonds in new compounds are formed resul!ng in a net transfer
of energy. Show Details

Copyright © State of New Jersey, 1996 - 2020.

Academic
Academic
Vocabulary
Vocabulary

Describe the rela!onship between cellular respira!on and photosynthesis.

Transfer
Transfer
Illustrate how energy cycles through the environment.

All living organisms need energy to carry out biological processes.This energy ul!mately comes from the sun.
Photosynthesis is the process by which organisms convert light energy into chemical energy that all organisms use
either directly or indirectly to carry out life func!ons.
An electron carrier is a compound that can accept a pair of high-energy electrons and transfer them along with most
of their energy to another molecule.
Understandings
Understandings
The structure of plants is directly related to acquiring and using energy.
Living organisms obtain energy by breaking down organic food molecules during cellular respira!on.
Energy is converted from one form to another to sustain life on Earth.
There is a cyclical rela!onship between photosynthesis and cellular respira!on. This rela!onship maintains the
balance in living systems.

Can life exist without the sun?

Could organisms that go through photosynthesis help solve the problem of global warming?
Essen!al
Essen!al How would you describe a nutrient rich diet? Does it differ for plants and animals?
Ques!ons
Ques!ons What is the rela!onship between photosynthesis and cellular respira!on?
What has been the social and economic impact of the discovery of fermenta!on?
Should performance enhancing supplements such as Crea!ne be banned?

Content
Content

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 Autotrophs make their own food, while heterotrophs can energy by consuming other organisms.
Photosynthesis is a redox reac!on.
Pigments play a large role in the process of photosynthesis.
Carbon Dioxide and Water are the reactants in photosynthesis.
Sugars and Oxygen are the products in photosynthesis.
The structure of the chloroplast allows for the reac!ons of photosynthesis to occur.
The main purpose of the light reac!on of photosynthesis is to generate ATP and NADPH, which are both used in the
Calvin Cycle.
Sugar is produced during the Calvin cycle by u!lizing Carbon Dioxide and the products of the light reac!on.
NADPH is an electron carrier.
The CAM cycle and C4 cycle provide alterna!ve pathways for the genera!on of sugars.
ATP is the key energy molecule of the cell.
Cellular respira!on is a redox reac!on.
The mitochondria with its double membrane and cristae provide the necessary surfaces for cellular respira!on to
occur.
Oxygen and Glucose are the reactants of cellular respira!on.
Carbon Dioxide, Water and Energy in the form of ATP are the products of cellular respira!on.
Glycolysis is the first step of cellular respira!on and can occur with or without the presence of Oxygen.
Aerobic respira!on requires oxygen and produces the most ATP.
Anaerobic respira!on uses no oxygen and includes the processes of alcoholic and lac!c acid fermenta!on.
Human muscle cells undergo lac!c acid fermenta!on when there is a shortage of oxygen, especially during strenuous
exercise.
NADH and FADH2 are important electron carriers for cellular respira!on.
Hydrogen is the last electron acceptor in the electron transport chain.
The equa!ons for cellular respira!on and photosynthesis are opposites and are related.

Relate plant structure to the process of photosynthesis.

Apply the knowledge of the basic biomolecules to the process of photosynthesis.
Trace the reactants of photosynthesis through each step un!l products are created.
Explain the steps of the light reac!on.
Describe how the process of chemiosmosis works.
Explain the rela!onship between photosystem I and phosystem II.
Explain the steps of the dark reac!on.
Skills
Skills Predict how environmental factors such as light intensity and carbon dioxide levels can have an affect on the rate of
photosynthesis.
Compare and contrast Aerobic and Anaerobic respira!on.
Explain how the electron transport chain works and why we breathe in oxygen.
Describe the purpose of fermenta!on.
Tally how many ATP are generated at each stage of aerobic respira!on.
Explain the rela!onship between cellular respira!on and photosynthesis
Complete a lab ac!vity, which illustrates the process of anaerobic respira!on.

Unit
Unit
Cellular
Cellular Reproduc!on
Reproduc!on
Week 15 - Week 19
Category
Category

Stage 1: Desired Results

NJ: 2020 SLS: Science

NJ: Grades 9-12
HS-LS1 From Molecules to Organisms: Structures and Processes

Standards
Standards // Students who demonstrate understanding can: Show Details
Learning
Learning Goals
Goals
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differen!a!on in producing and
maintaining complex organisms. Show Details

Copyright © State of New Jersey, 1996 - 2020.

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 Academic
Academic
Vocabulary
Vocabulary

Transfer
Transfer Describe the effects of cancer on living organisms.
Illustrate how cellular reproduc!on allows for the con!nuance of life on the planet.

Organisms undergo cell division to produce new cells, repair damaged cells and grow.
Chromosomes make it possible to separate DNA precisely during cell division.
The con!nuity of life is dependent on the process of reproduc!on.
During prophase, the gene!c material inside the nucleus condensesDuring metaphase, the chromosomes line up in
the middle of the cell.During anaphase, the chromosomes separate using spindle fibers to opposite ends of the
Understandings
Understandings cell.During telophase the chromosomes begin to spread back out into chroma!n.
Cancer cells do not respond to signals that regulate the growth of most cells.
Meiosis is the process by which haploid gametes are made.Each gamete is gene!cally unique.
Crossing-over, which occurs in prophase I, of meiosis allows for new combina!ons of genes.
It is crucial that gametes are haploid to ensure a diploid individual with the correct number of chromosomes is created
during fer!liza!on.

Essen!al
Essen!al How can a body repair itself a#er being damaged?
Ques!ons
Ques!ons What would occur if the steps of cellular reproduc!on were disrupted?

Asexual reproduc!on is from a single parent and results in the produc!on of gene!cally iden!cal offspring.
Offspring produced by sexual reproduc!on inherit some of their gene!c informa!on from each parent.
Prokaryo!c cells undergo a process called binary fission in order to reproduce.
Chromosomes, which become visible during cell division, are the structures that contain the gene!c material that is
passed from genera!on to genera!on.
Chroma!n is the “relaxed” form of DNA in the cell’s nucleus.
Cells go through a series of events called the cell cycle as they grow and divide.
Interphase is the !me during which the cell grows, carries out life func!ons and replicates its DNA.It consists of the
G1, S and G2 phases.
Mitosis consists of prophase, metaphase, anaphase and telophase.
Sister chroma!ds are structures that contain iden!cal copies of DNA.
During cytokinesis the cytoplasm is divided.This process differs in plant and animal cells.
Cancer is the uncontrolled growth and division of cells.
Content
Content Mitosis keeps the chromosome number the same.
Meiosis produces gene!c variability.
Meiosis consists of two sets of divisions.
The chromosome number is reduced in meiosis.
Homologous pairs of chromosomes consist of one chromosome from each parent.
A cell that contains both sets of homologous chromosomes is diploid.
Haploid cells contain only a single set of chromosomes.
Gametes or sex cells are produced during meiosis.
In prophase I of meiosis each replicated chromosome pairs with its homologue and crossing-over occurs.
During metaphase I of meiosis paired homologues line up in the middle of the cell.
During anaphaseI spindle fibers pull homologous chromosome apart.
In telophase I a nuclear membrane forms around each cluster of chromosomes.The chromosome number is now
haploid.
The stage of Meiosis II are similar to Mitosis.

Iden!fy the stages of mitosis using a microscope.

Compare and contrast sexual and asexual reproduc!on.
Create a diagram of the stages of mitosis and describe what happens in each.
Compare and contrast cytokinesis in plant and animal cells.
Skills
Skills Describe the rela!onship between chroma!n, chromosomes and sister chroma!ds.
Explain each part of the cell cycle.
Diagram the stages of meiosis.
Analyze how meiosis contributes to gene!c varia!ons which mitosis does not.
Calculate the haploid and diploid number of chromosomes for various cells.

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 Unit
Unit Informa!on
Informa!on Processing
Processing
Week 19 - Week 23
Category
Category

Stage 1: Desired Results

NJ: 2020 SLS: Science

NJ: Grades 9-12
HS-LS1 From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can: Show Details

HS-LS1-6. Construct and revise an explana!on 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.
Show Details

Standards
Standards // HS-LS3 Heredity: Inheritance and Varia!on of Traits
Learning
Learning Goals
Goals
Students who demonstrate understanding can: Show Details

HS-LS3-1. Ask ques!ons to clarify rela!onships about the role of DNA and chromosomes in coding the instruc!ons
for characteris!c traits passed from parents to offspring. Show Details

HS-LS3-2. Make and defend a claim based on evidence that inheritable gene!c varia!ons may result from: (1) new
gene!c combina!ons through meiosis, (2) viable errors occurring during replica!on, and/or (3) muta!ons caused by
environmental factors. Show Details

Copyright © State of New Jersey, 1996 - 2020.

Academic
Academic
Vocabulary
Vocabulary

Describe the interrelatedness of DNA, RNA and proteins.

Transfer
Transfer
Illustrate new trends in biotechnology.

DNA that makes up genes must be capable of storing, copying and transmi$ng the gene!c informa!on in a cell.
The gene!c code is nearly universal in all living things.
DNA replica!on is semiconserva!ve so that every cell in the body receives iden!cal copies of DNA.
Messenger RNA, Transfer RNA and Ribosomal RNA all work together to translate DNA’s code into func!onal proteins.
Understandings
Understandings
The central dogma of Biology is that informa!on is transferred from DNA to RNA to protein.
Not all muta!ons are harmful; some can have no effect while other can be beneficial to an organism.
Changes or muta!ons provide new proteins, which help or harm an organism in the environment, which is a
cornerstone of evolu!on.

If all living things share a similar gene!c code how is there so much variety on this planet?
What is the structure of DNA and how does it func!on in gene!c inheritance?
Essen!al
Essen!al
What is the rela!onship between what you look like and protein synthesis?
Ques!ons
Ques!ons
Are all changes in DNA and the gene!c code harmful?
Just because we can gene!cally alter living things does it mean that we should?

The gene!c code is composed of three consecu!ve le%ers called codons.

mRNA is processed before leaving the nucleus.
Transcrip!on is different in prokaryotes and eukaryotes.
Ribosomes use the sequence of codons in mRNA to assemble amino acids into polypep!de chains.
Content
Content Transcrip!on occurs in the nucleus while transla!on occurs on the ribosome.
Each tRNA carries an an!codon, which consist of three bases complementary to a mRNA codon.
Muta!ons are heritable changes in gene!c informa!on.
The two main broad types of muta!ons are gene muta!ons and chromosomal muta!ons.
Mutagens are poten!al causes of muta!ons.

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 Draw and label a segment of DNA showing the helix and its complementary base pairs.
Skills
Skills Describe two characteris!cs of DNA that allow it to be the gene!c material of living things.
Describe the func!on of polymerase, helicase, single-strand binding proteins, Okazaki fragments and ligase during
DNA replica!on.
Compare the leading vs. lagging strand of DNA.
Perform a lab ac!vity extrac!ng DNA.
Interpret the gene!c code.
Explain the role of the promoter and RNA polymerase during transcrip!on.
Summarize the steps of transcrip!on and transla!on

Unit
Unit
Gene!cs
Gene!cs
Week 23 - Week 26
Category
Category

Stage 1: Desired Results

NJ: 2020 SLS: Science

NJ: Grades 9-12
HS-LS3 Heredity: Inheritance and Varia!on of Traits
Students who demonstrate understanding can: Show Details

Standards
Standards // HS-LS3-2. Make and defend a claim based on evidence that inheritable gene!c varia!ons may result from: (1) new
Learning
Learning Goals
Goals gene!c combina!ons through meiosis, (2) viable errors occurring during replica!on, and/or (3) muta!ons caused by
environmental factors. Show Details

HS-LS3-3. Apply concepts of sta!s!cs and probability to explain the varia!on and distribu!on of expressed traits in a
popula!on. Show Details

Copyright © State of New Jersey, 1996 - 2020.

Academic
Academic
Vocabulary
Vocabulary

Describe how gene!cs relates to everyday situa!ons.

Transfer
Transfer
Discuss the ethical concerns regarding who has access to our gene!c informa!on.

Mendel’s principles of heredity, observed through pa%erns of inheritance, form the basis of modern gene!cs.
Environmental condi!ons can affect gene expression and influence gene!cally determined traits.
Excep!ons to Mendel’s Laws exist. Some traits are inherited through complex inheritance pa%erns such as incomplete
dominance, codominance and mul!ple alleles.
Gender is determined by X and Y chromosomes.Some traits are linked to the X chromosome.
Understandings
Understandings
Tests for assessing the possibility of gene!c and chromosomal disorders are available.
Gene!c engineering allows scien!sts to manipulate the genomes of living things.
Scien!sts can use bacteria to insert the DNA of one organism into another organism.
Recombinant DNA has applica!ons for agriculture, industry, medicine and forensics. However, there are ethical, legal
and social issues surrounding the use of gene!c engineering.

To what extent can we predict the gene!c makeup of an organism’s offspring?

Essen!al
Essen!al Why can’t you marry your sister or brother?
Ques!ons
Ques!ons Can our knowledge of gene!cs predict human disorders?
Just because we can gene!cally alter living things does it mean that we should?

Content
Content

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 Gregor Mendel is the father of gene!cs and his principles of gene!cs s!ll apply today.
Mendel developed the laws of dominance and recessive, law of segrega!on and the law of independent assortment.
Mendel used the processes of self and cross-pollina!on during his experiments.
Punne% Squares can be used to predict the possible offspring of a cross between two known genotypes.
Humans have 23 pairs of chromosomes including those that determine sex.
Traits that are found on the sex chromosomes are called sex-linked.
Biotechnology is the applica!on of a technological process, inven!on or method to living organisms.
Scien!sts use the polymerase chain reac!on to make many copies of DNA.
Recombinant DNA technology is the joining together of DNA from two or more sources.
Plasmids are used widely in recombinant DNA.
Cloning uses the cell from an adult organism to grow an en!rely new organism.
DNA fingerprin!ng is key to forensics and crime scene inves!ga!on.

Use principle of probability to solve gene!cs problems.Including monohybrid crosses, dihybrid crosses, mul!ple
alleles, codominance and sex-linked traits.
Analyze Mendel’s work in the context of genes and chromosomes.
Dis!nguish between dominant and recessive traits.
Dis!nguish between chromosomes, genes and alleles.
Interpret and analyze data from gene!cs experiments.
Analyze the role of sex chromosomes in sex determina!on.
Differen!ate between sex-linked and autosomal inheritance pa%erns
Skills
Skills
Analyze karyotypes.
Analyze pedigrees.
Discuss human gene!c disorders and how they are inherited.
Describe the process that scien!sts use to copy DNA.
Explain how recombinant DNA is used.
List the steps in DNA fingerprin!ng.
Discuss the main concerns about gene!c engineering.
Debate the ethics of bioengineering.

Unit
Unit
The
The History
History of
of the
the Planet
Planet and
and Its
Its Inhabitants
Inhabitants
Week 26 - Week 30
Category
Category

Stage 1: Desired Results

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 NJ: 2020 SLS: Science
NJ: Grades 9-12
HS-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can: Show Details

HS-LS1-6. Construct and revise an explana!on 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.
Show Details

Copyright © State of New Jersey, 1996 - 2020.

NJSLS-S: Disciplinary Core Ideas
NJSLS-S: 9-12
LS4: Biological Evolu!on: Unity and Diversity

Standards
Standards // LS4.A: Evidence of Common Ancestry and Diversity
Learning
Learning Goals
Goals Gene!c informa!on provides evidence of evolu!on. DNA sequences varyamong species, but there are many
overlaps; in fact, the ongoing branching that produces mul!ple lines of descent can be inferred bycomparing the DNA
sequences of different organisms. Such informa!on isalso derivable from the similari!es and differences in amino acid
sequences and from anatomical and embryological evidence. (HS-LS4-1)

LS4.B: NaturalSelec!on

Natural selec!on occurs only if there is both (1) varia!on in the gene!c informa!on between organisms in a
popula!on and (2) varia!on in the expression of that gene!c informa!on—that is, trait varia!on—that leads to
differences in performance among individuals. (HS-LS4-2),(HS-LS4-3)
The traits that posi!vely affect survival are more likely to be reproduced,and thus are more common in the
popula!on. (HS-LS4-3)

LS4.C: Adapta!on

Evolu!on is a consequence of the interac!on of four factors: (1) thepoten!al for a species to increase in number, (2)
the gene!c varia!on ofindividuals in a species due to muta!on and sexual reproduc!on, (3)compe!!on for an
environment’s limited supply of the resources tha!ndividuals need in order to survive and reproduce, and (4) the
ensuing prolifera!on of those organisms that are be%er able to survive and reproduce in that environment. (HS-LS4-
2)
Natural selec!on leads to adapta!on, that is, to a popula!on dominated by organisms that are anatomically,
behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, thedifferen!al
survival and reproduc!on of organisms in a popula!on thathave an advantageous heritable trait leads to an increase
in the propor!on of individuals in future genera!ons that have the trait and to a decrease in the propor!on of
individuals that do not. (HS-LS4-3),(HS-LS4-4)
Adapta!on also means that the distribu!on of traits in a popula!on can change when condi!ons change. (HS-LS4-3)
Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the
expansion of some species,the emergence of new dis!nct species as popula!ons diverge under different condi!ons,
and the decline–and some!mes the ex!nc!on–of some species. (HS-LS4-5),(HS-LS4-6)
Species become ex!nct because they can no longer survive andreproduce in their altered environment. If members
cannot adjust to change that is too fast or dras!c, the opportunity for the species’evolu!on is lost. (HS-LS4-5)

ESS1: Earth’s Place in the Universe

ESS1.C: The History of Planet Earth

Although ac!ve geologic processes, such as plate tectonics anderosion, have destroyed or altered most of the very
early rock recordon Earth, other objects in the solar system, such as lunar rocks,asteroids, and meteorites, have
changed li%le over billions of years.Studying these objects can provide informa!on about Earth’sforma!on and early
history. (HS-ESS1-6)

Interac!ve version of NGSS

NGSS Resources
© Copyright 2013 Achieve, Inc. All rights reserved.

Academic
Academic
Vocabulary
Vocabulary

Describe the history of life on Earth.

Transfer
Transfer Illustrate real-life example of natural selec!on in ac!on.
Create a history of hominid evolu!on.

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 Spontaneous genera!on was disproved in favor of biogenesis.
The origin of life is hypothesized to be a series of chemical events.Organic molecules, such as amino acids, might have
been formed from simpler molecules on early Earth.
Endosymbiont theory explains how eukaryo!c cells could have evolved from prokaryo!c cells.
The goal of biologists who classify organisms it to construct a tree of life that shows how all organisms are related to
one another.Classifica!on can also change based on new informa!on.
Understandings
Understandings Linnaeus used morphology and behavior to classify plants and animals.
The most widely used biological classifica!on system has the six kingdoms within three domains.
Natural selec!on is a natural process through which life evolves.It acts on popula!ons whose individuals struggle for
existence and have heritable features that make some more likely to survive and reproduce than others.
The environment influences which varia!ons in the popula!on are favored.
Muta!ons provide varia!ons within the popula!on.
Darwin was not the first scien!st to suggest evolu!on.He was the first to provide the mechanism of evolu!on.
Many species in our genus existed before our species Homo sapiens appeared.At least three other Homo species
existed at the same !me as early humans.

Can a living thing arise spontaneously from a non-living thing?

What is the goal of biologists who classify living things?
Essen!al
Essen!al
Do the “fi%est” always survive?
Ques!ons
Ques!ons
How long does evolu!on take?
Who where the hominids that came before us?

Spontaneous genera!on is the idea that life arises from non-life.Biogenesis states only living things create living
things.
Scien!sts such as Redi and Pasteur designed experiments to support the theory of biogenesis.
The Miller-Urey apparatus sought to prove the work of Oparin and his theory of how life might have began on Earth.
The Earth’s early atmosphere had no Oxygen.
Binomial nomenclature is the system used for naming organisms.
Systema!cs is the science of naming and grouping organisms.
Linnaeus developed a classifica!on system based on hierarchical categories.
Darwin developed a theory of evolu!on based on natural selec!on.
Lamarck’s explana!on of evolu!on included the idea of acquired traits.
Natural selec!on is the mechanism of evolu!on.
Content
Content Varia!on is the raw material of natural selec!on.
Fossils, Anatomy, Embryology and Molecular Biology all provide evidence of evolu!on.
The Hardy-Weinberg principle describes the condi!ons within evolu!on does not occur.
Gene!c dri# is a change in allele frequency due to chance.
Specia!on usually occurs in small isolated popula!ons.
All primates share certain anatomical and behavioral characteris!cs.
Several species of hominids appear in the fossil record.
Bipedalism was one of the earliest hominid traits to evolve.

Skills
Skills

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 Analyze the results of Redi, Spallanzani and Pasteur and evaluate how they disproved the theory of spontaneous
genera!on.
Illustrate the use of the Miller-Urey apparatus to test Oparin’s hypothesis and to produce complex organic molecules
Analyze the modern scien!fic understanding of the forma!on of the Earth.
Understand the importance of the contribu!ons of scien!sts to classifica!on.
Iden!fy the levels in the modern hierarchies of taxonomy.
Relate an organism’s scien!fic name to its classifica!on.
Use a dichotomous key to iden!fy an organism.
Analyze the progression of ideas about evolu!on from Lamarck to Darwin.
Analyze the evidence Darwin collected to formulate his evolu!onary theories.
Describe the difference between homologous and analogous structures.
Evaluate the four major areas of study that provide evidence for evolu!on.
Differen!ate between coevolu!on, and divergent and convergent evolu!on pa%erns.
Interpret evidence to support Natural Selec!on.
Derive components of the theory of natural selec!on by interpre!ng authen!c data such as the Peppered Moth
Study.
Explain the criteria for a popula!on to be considered in Hardy-Weinberg equilibrium.
Solve Hardy-Weinberg problems.
Dis!nguish between the founder effect and bo%leneck.
Determine the difference between direc!onal, stabilizing and disrup!ve selec!on.
Explain the process of specia!on.
Describe traits shared by all primates.
Analyze the significance of finding fossils of hominids that are not ancestral to modern humans.

Unit
Unit
Ecological
Ecological Interdependance
Interdependance
Week 30 - Week 34
Category
Category

Stage 1: Desired Results

NJ: 2020 SLS: Science

NJ: Grades 9-12
HS-LS2 Ecosystems: Interac!ons, Energy, and Dynamics
Students who demonstrate understanding can: Show Details

HS-LS2-3. Construct and revise an explana!on based on evidence for the cycling of ma%er and flow of energy in
aerobic and anaerobic condi!ons. Show Details

HS-LS2-4. Use mathema!cal representa!ons to support claims for the cycling of ma%er and flow of energy among
organisms in an ecosystem. Show Details

HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respira!on in the cycling of carbon
among the biosphere, atmosphere, hydrosphere, and geosphere. Show Details

Standards
Standards // HS-LS2-1. Use mathema!cal and/or computa!onal representa!ons to support explana!ons of factors that affect
Learning
Learning Goals
Goals carrying capacity of ecosystems at different scales. Show Details

HS-LS2-2. Use mathema!cal representa!ons to support and revise explana!ons based on evidence about factors
affec!ng biodiversity and popula!ons in ecosystems of different scales. Show Details

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interac!ons in ecosystems maintain
rela!vely consistent numbers and types of organisms in stable condi!ons, but changing condi!ons may result in a
new ecosystem. Show Details

HS-LS2-7. Design, evaluate, and refine a solu!on for reducing the impacts of human ac!vi!es on the environment
and biodiversity. Show Details

HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and
reproduce. Show Details

Copyright © State of New Jersey, 1996 - 2020.

Academic
Academic
Vocabulary
Vocabulary

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 Transfer
Transfer Describe human impact on the world's ecosystems.
Illustrate current conserva!on efforts and what can be done to combat global climate change.
Describe how nutrients are cycled throughout an ecosystem.

Bio!c and abio!c factors interact in complex ways in communi!es and ecosystems.
Energy is required to cycle materials through living and nonliving systems.
Primary producers are the first producers of energy –rich molecules that are then u!lized by all other organisms.
Energy flows through an ecosystem in a one-way direc!on from primary producers to consumers.
Energy pyramids show the rela!ve amount of energy available at each trophic level.When energy is transferred
between levels only about 10% of the original energy is available to the next level.
Limi!ng factors and ranges of tolerance are factors that determine where terrestrial biomes and aqua!c ecosystems
Understandings
Understandings
exist.
Predators can affect the size of prey popula!ons in communi!es.
Ecosystems change over !me, especially a#er disturbances, as some species die out and new species move in.
Popula!ons of species are described by density, spa!al distribu!on and growth rate.
Under ideal condi!ons, meaning unlimited resources and no compe!!on popula!ons will grow exponen!ally.
Limi!ng factors determine the carrying capacity of an environment. Popula!ons exceeding carrying capacity can
damage the environment and their own popula!on.

How long can a food chain be?

How do Earth’s living and nonliving parts interact and affect the survival of organisms?
Essen!al
Essen!al
How do abio!c and bio!c factors shape ecosystems?
Ques!ons
Ques!ons
What factors contribute to changes in popula!ons?
How have human ac!vi!es shaped local and global ecology?

Ecology is the branch of biology that studies rela!onships between organisms and their environments.
Levels of organiza!on in ecology include organism, popula!on, community, ecosystem, biome and biosphere.
Abio!c factors are nonliving components of ecosystems, while bio!c factors are the living components.
Heterotrophs include herbivores, carnivores, omnivores and detri!vores.
Trophic levels are steps in a food chain or food web.
Organisms have a range of tolerance for each limi!ng factor that they encounter.
Primary succession occurs on areas of no soil.
Secondary succession occurs a#er a disturbance in a community.
Content
Content Succession eventually ends in a climax community.
The major biomes are the tropical rain forest, savanna, desert, temperate grassland, temperate forest, coniferous
forest, and tundra.
Symbiosis is the close rela!onship that exists when two or more species live together.
Compe!!on shapes communi!es.
Popula!ons tend to be distributed randomly, uniformly or in clumps.
Popula!on limi!ng factors are either density-independent or density-dependent.
Popula!ons tend to stabilize near the carrying capacity.
Human popula!on size has changed dras!cally over !me.

Illustrate the five levels of organiza!on in ecology.

Contrast abio!c and bio!c factors.
Construct and analyze a food chain and food web.
Explain the “rule of 10” applying it to energy pyramids.
Analyze why ecosystems usually contain only a few trophic levels.
Predict the consequences of removing a species from a food web.
Describe how primary and secondary succession occurs.
Illustrate the characteris!cs of a pioneer species.
Explain the characteris!cs of a climax community.
Skills
Skills
Given a set of bio!c and abio!c characteris!cs determine which biome is being described.
Describe the major types of symbiosis.
Explain how the compe!!ve exclusion principle works.
Analyze the concept of ecological niche.
Describe the major types of popula!on dispersion.
Iden!fy density-independent and density-dependent factors in an ecosystem.
Dis!nguish between logis!cal and exponen!al growth.
Explain the effects of popula!ons exceeding their carrying capacity.
Interpret age-structure diagrams for world human popula!ons.

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