Next Generation Science Curriculum Map
1st 9 Weeks
Course: Grade 10 Biology
Science Standards & Objectives
S.10.LS.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.
Review
Introduce
X
S.10.LS.2 develop and use a model to illustrate
the hierarchical organization of interacting
systems that provide specific functions within
multicellular organisms.
S.10.LS.3 plan and conduct an investigation to
provide evidence that feedback mechanisms
maintain homeostasis.
S.10.LS.5 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.
SAFETY Implement safe procedures and
practices when manipulating equipment,
materials, organisms, and models.
(Every 9 Weeks)
T – items from textbook
A – activities from textbook or lab manual
Instructional Materials and Activities
Lab Skills 1 Lab Equipment and Safety Lab Manual A (A)
Lab Skills 2 Applying Scientific Methods Lab Manual A (A)
Lab Skills 3 Using a Compound Microscope Lab Manual A (A)
Lab Manual A Appendix Sections (A)
Graphing (O) http://www.explorebiology.com/documents/LE/Lab03Graphing2008.pdf
Constructing Data Tables: (O)
http://bunnellhigh.stratfordk12.org/Content/Constructing_Data_Tables.asp
Arm Span & Height Math Lab: (O)
http://www.hightechhigh.org/pbl/_download/millionaire/appendix-2.3.7.pdf
Chapter 2 Lab Temperature and Enzymes Lab Manual A (A)
Properties of Water (O)
https://www.lsrhs.net/elenbaasp/Sites/Biology/Biochemistry_files/waterlabbio2.pdf
Testing Foods for Macromolecules - (O)
http://serendip.brynmawr.edu/sci_edu/waldron/pdf/WhoTookJerellsIpod.pdf
Cell Observation (O)
http://www3.delta.edu/cmurbano/brandnew/171/files/Labs/LAB%204_CELLS_OBSERVING
_THE_.pdf
Chapter 7 Lab Detecting Diffusion Lab Manual A (A)
Potato Plasmolysis (O)
http://departments.jordandistrict.org/curriculum/science/secondary/archive/biology/b0203/Osmosislabs.doc
Specialized Cells Virtual Lab – Pearson Realize (A)
Labeling Cell Structures – Pearson Realize (A)
Gumi Bear Osmosis (O) http://www.gcisdk12.org/cms/lib4/TX01000829/Centricity/Domain/3503/Gummy%20Bear%20Osmosis.pdf
(Video) Cell analogies-The Hunger Games: (O)
https://www.youtube.com/watch?v=Xo9L2FB7aDo
Example of a Cell analogy project: http://bookbuilder.cast.org/view_print.php?book=53886
Cell Analogy Project: (O)
http://abramsbiology.weebly.com/uploads/1/7/9/4/17947115/cell_analogy_proj.pdf
O – activities from other sources
Next Generation Science Curriculum Map
2nd 9 Weeks
Course: Grade 10 Biology
Science Standards & Objectives
S.10.LS.4 use a model to illustrate how photosynthesis
transforms light energy into stored chemical energy.
S.10.LS.6 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.
S.10.LS.7 construct and revise an explanation based on
evidence for the cycling of matter and flow of energy in
aerobic and anaerobic conditions.
S.10.LS.8 use mathematical representations to support
claims for the cycling of matter and flow of energy among
organisms in an ecosystem.
S.10.LS.9 develop a model to illustrate the role of
photosynthesis and cellular respiration in the cycling of
carbon among the biosphere, atmosphere, hydrosphere,
and geosphere.
S.10.LS.11 use mathematical representations to support
and revise explanations based on evidence about factors
affecting biodiversity and populations in ecosystems of
different scales.
S.10.LS.12 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.
Review
Introduce
Instructional Materials and Activities
Chapter 8 Lab Plant Pigments and Photosynthesis Lab Manual A (A)
Virtual Photosynthesis (O)
https://www.biologycorner.com/worksheets/photosynthesis_virtual_lab.html
https://www.biologycorner.com/worksheets/waterweed_sim.html
What Waste Material is Produced During Photosynthesis?
Quick Lab p. 234 (T)
Yeast Cellular Respiration (O)
https://www.uaf.edu/case/lessons-1/Cellular-respiration-in-yeast.docx
How Does Exercise Affect Disposal of Wastes from Cellular Respiration?
Quick Lab p. 264 (T)
Model Ecosystems (O)
http://www.mhhe.com/biosci/genbio/virtual_labs/BL_02/BL_02.html
Yellowstone Food Web (O)
http://serendip.brynmawr.edu/exchange/bioactivities/foodweb
Owl Pellet Dissection and Food Web (O)
InterActive Art: Predator-Prey Simulation (T)
(2nd 9 Weeks Cont.)
S.10.LS.13 design, evaluate, and refine a solution for
reducing the impacts of human activities on the
environment and biodiversity.*
S.10.LS.14 evaluate the evidence for the role of group
behavior on individual and species’ chances to survive and
reproduce.
*Performance Tasks:
S.10.LS.13
Chapter 6.1, 6.2, 6.3 (p. 156-172)
Reduce Dry trash (Quick Lab p, 155)
Design a green roof system ( p. 571a-571b)
S.10.LS.15
Chapter 6.3
Unit 2 Project: Disappearing Mussels! (p. 61a-61b)
S.10.LS.15 create or revise a simulation to test a solution to
mitigate adverse impacts of human activity on
biodiversity.*
T – items from textbook
A – activities from textbook or lab manual
O – activities from other sources (give specific location) *Performance Task
Next Generation Science Curriculum Map
3rd 9 Weeks
Course: Grade 10 Biology
Science Standards & Objectives
Review Introduce
S.10.LS.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.
S.10.LS.5 construct and revise an explanation based on
evidence for how carbon, hydrogen, and oxygen from X
sugar molecules may combine with other elements to form
amino acids and/or other large carbon-based molecules.
S.10.LS.16 use a model to illustrate the role of cellular
division (mitosis) and differentiation in producing and
maintaining complex organisms.
S.10.LS.17 ask questions to clarify relationships about the
role of DNA and chromosomes in coding the instructions
for characteristic traits passed from parents to offspring.
S.10.LS.18 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.
S.10.LS.19 apply concepts of statistics and probability to
explain the variation and distribution of expressed traits
in a population.
Instructional Materials and Activities
Chapter 10 Lab Regeneration in Planaria Lab Manual A (A)
Online Onion Root Tips (Mitosis):
http://www.biology.arizona.edu/cell_bio/activities/cell_cycle/cell_cycle.html
Chapter 11 Lab Modeling Meiosis (pop beads) Lab Manual A (A)
Chapter 12 Lab Extracting DNA Lab Manual A (A)
Chapter 15 Lab Using DNA to Solve Crimes Lab Manual A (A)
DNA Origami (O) http://www.dnai.org/teacherguide/guide.html
DNA Replication Simulation (O)
http://www.learningliftoff.com/high-school-science-dnareplication/#.V1nAC5MrK3V
Drag n Drop Protein Synthesis: (O)
http://www.zerobio.com/drag_oa/protein/transcription.htm
Learn Genetics Transcription and Translation (O)
http://learn.genetics.utah.edu/content/molecules/transcribe/
Soap Opera Genetics
http://serendip.brynmawr.edu/exchange/bioactivities/SoapOperaGenetics
What Are My Chances? (Probability Activity): (O)
http://illuminations.nctm.org/Lesson.aspx?id=2895
Mutations Practice Worksheet: http://lhsblogs.typepad.com/files/mutationspractice-key-1.pdf (O)
Mutations Virtual Practice: (O)
http://mhhe.com/biosci/genbio/virtual_labs/BL_26/BL_26.html
Human Pedigree Genetics: (O)
http://biology.biolabsoftware.com/pdf/PedigreeLab.pdf
Human Genome Project- Cracking the Code of Life Video (PBS): (O)
https://www.youtube.com/watch?v=_IgSDVD4QEc
T – textbook A – textbook or lab manual O – other sources
Next Generation Science Curriculum Map
4th 9 Weeks
Course: Grade 10 Biology
Science Standards & Objectives
S.10.LS.10 use mathematical and/or computational
representations to support explanations of factors that affect
carrying capacity of ecosystems at different scales.
S.10.LS.20 communicate scientific information that common
ancestry and biological evolution are supported by multiple
lines of empirical evidence.
S.10.LS.21 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.
S.10.LS.22 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.
S.10.LS.23 construct an explanation based on evidence for
how natural selection leads to adaptation of populations.
S.10.LS.24 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.
Review
Introduce
Instructional Materials and Activities
Analyzing Data Labs – Pearson Realize/ Lab Manual B (A)
Virtual Population Lab (O)
https://www.biologycorner.com/worksheets/virtual_lab_population.html
Population Quick Lab p. 138 (T)
Chapter 16 Lab
Amino Acid Sequences: Indicators of Evolution Lab Manual A (A)
Bird Beaks STEM Simulation Pearson Realize Ch 16.3 (A)
Chapter 17 Lab Competing for Resources Lab Manual A (A)
Analyzing Data p. 491 (T)
Hands On Lab Modeling Natural Selection Lab Manual B (A)
Chapter 26 Lab Investigating Hominoid Fossils Lab Manual B (A)
Chapter 18 Lab Dichotomous Keys Lab Manual A (A)
Dichotomous Key Activity (online): (O)
http://fergusonfoundation.org/btw-students/macro-invertebrateidentification/
Constructing a Cladogram: Quick lab p. 520 (T)
Three Domains Interactvity Ch. 18.3 (A)
T – textbook A – textbook or lab manual O – other sources
Next Generation Science Curriculum Map
Course: Grade 10 Biology
High School
Standard
Topic
Objectives
SAFETY
S.HS.ETS.1
S.HS.ETS.2
S.HS.ETS.3
S.HS.ETS.4
Grade 10
Standard
Topic
Objectives
S.9-10.L.1
S.9-10.L.2
S.9-10.L.3
Topic
Objectives
Every 9 Weeks / Other / Reading / Writing
Biology
Engineering, Technology, and Applications of Science
Engineering Design
Students will
Implement safe procedures and practices when manipulating equipment, materials, organisms, and
models.
analyze a major global challenge to specify qualitative and quantitative criteria and constraints for
solutions that account for societal needs and wants.
design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.
evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that
account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible
social, cultural, and environmental impacts.
use a computer simulation to model the impact of proposed solutions to a complex real-world
problem with numerous criteria and constraints on interactions within and between systems relevant
to the problem.
Biology
Science Literacy
Reading- Key Ideas and Details
Students will
cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions.
determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
follow precisely a complex multistep procedure when carrying out experiments, taking measurements,
or performing technical tasks, attending to special cases or exceptions defined in the text.
Reading- Craft and Structure
Students will
Instructional Materials and Activities
Instructional Materials and Activities
S.9-10.L.4
S.9-10.L.5
S.9-10.L.6
Topic
Objectives
S.9-10.L.7
S.9-10.L.8
S.9-10.L.9
Topic
Objectives
S.9-10.L.10
Topic
Objectives
S.9-10.L.11
S.9-10.L.12
determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
analyze the structure of the relationships among concepts in a text, including relationships among key
terms (e.g., force, friction, reaction force, energy).
analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, defining the question the author seeks to address.
Reading- Integration of Knowledge and Ideas
Students will
translate quantitative or technical information expressed in words in a text into visual form (e.g., a
table or chart) and translate information expressed visually or mathematically (e.g., in an equation)
into words.
assess the extent to which the reasoning and evidence in a text support the author’s claim or a
recommendation for solving a scientific or technical problem.
compare and contrast findings presented in a text to those from other sources (including their own
experiments), noting when the findings support or contradict previous explanations or accounts.
Reading- Range of Reading and Level of Text Complexity
Students will
by the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text
complexity band independently and proficiently.
Writing- Text Types and Purposes
Students will
write arguments focused on discipline-specific content:
 introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims and
create an organization that establishes clear relationships among the claim(s), counterclaims,
reasons and evidence.
 develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing
out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate
form and in a manner that anticipates the audience’s knowledge level and concerns.
 use words, phrases and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence and
between claim(s) and counterclaims.
 establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
 provide a concluding statement or section that follows from or supports the argument
presented.
write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes:

Topic
Objectives
S.9-10.L.13
S.9-10.L.14
S.9-10.L.15
Topic
Objectives
S.9-10.L.16
S.9-10.L.17
S.9-10.L.18
Topic
Objectives
S.9-10.L.19
introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g. figures,
tables), and multimedia when useful to aiding comprehension.
 develop the topic with well-chosen, relevant and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s
knowledge of the topic.
 use varied transitions and sentence structures to link the major sections of the text, create
cohesion and clarify the relationships among ideas and concepts.
 use precise language and domain-specific vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and context as well as to the expertise of
likely readers.
 establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
 provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
Writing- Production and Distribution of Writing
Students will
produce clear and coherent writing in which the development, organization and style are appropriate
to task, purpose and audience.
develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
use technology, including the Internet, to produce, publish and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
Writing- Research to Build and Present Knowledge
Students will
conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem and narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question and
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
draw evidence from informational texts to support analysis, reflection and research.
Writing- Range of Writing
Students will
write routinely over extended time frames (time for reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
T – items from textbook
A – activities from textbook or lab manual
O – activities from other sources