North Bergen School District Benchmarks
Grade: 9, 10, 11
Subject: Biology
First Marking Period
Students will be able to:
● Define and give examples of observing, measuring. (HSETS 1-4)
● Explain the relationship between hypothesizing, predicting & experimenting
(HSES1-3)
● Design an experiment and Identify the variables and groups in an experiment
(HSETS1-3)
● Describe how a living thing is organized (HSLS1-2)
● Distinguish between four kingdoms of life (HSLS2-2)
● Describe why viruses are not considered living (HSLS2-2)
● List the five most abundant elements in living things (HSPS1-1)
● Describe energy in living things (HSPS3-1)
● Describe characteristics of water that help maintain life (HSPS1-2)
● Differentiate between carbs, lipids, proteins, and nucleic acids (HSLS1-7)
● Explain the relationship between the structure and function of each class of
complex molecules using a variety of models (HSPS2-6) (HSPS1-2) (HSPS1-3)
● Demonstrate the properties and functions of enzymes by designing and carrying
out an experiment (HSPS1-2) (HSLS1-6) (HSLS1-7) (HSETS1-3)
● Describe structure and function of major organelles. (HSLS1-7)
● Compare and contrast plant and animal cells. (HSLS1-7)
● Explain origin of life and cellular evolution(HSLS4-1)
(CCCS.ELA.LITERACY.RST.9-10.2)
● Compare the three types of microscopes (HSETS1-3)
● Identify the structure and function of microscope (HSETS1-3)
● Prepare “wet mounts” of biological specimens (HSETS1-3)
Second Marking Period
Students will be able to:
● Describe structure of cell membrane relates to homeostasis (HSLS1-3)
● Describe structure and function of ATP (HSLS1-6)
● Distinguish between passive and active transport. (HSLS1-3)
● Describe how structure of chloroplast relates to role in photosynthesis (HSLS1-5)
● Distinguish between C3, C4, and CAM pathways (HSLS1-5)
● Explain how environmental factors (such as temperature, light intensity, and the
amount of water available) can affect photosynthesis as an energy storing process.
(HSLS1-5)
● Describe how structure of mitochondria relates to role (HSLS1-6)
North Bergen School District Benchmarks
● Summarize processes of aerobic and anaerobic paths (HSLS2-3)
● Use mathematical formulas to justify the concept of an efficient diet. (HSLS1-7)
(CCCS.ELA.LITERACY.RST.9-10.8)
● State chemical equations for each energy process (HSLS1-5) (HSLS1-7)
● Compare and contrast photosynthesis and cellular respiration
(HSLS1-6) (HSLS1-5)
● Investigate and describe the complementary relationship (cycling of matter and
flow of energy) between photosynthesis and cellular respiration. (HSLS2-4)
● Demonstrate Watson/Crick model of DNA
● Summarize process of replication
● Explain structure and function of DNA in cells
● Describe the sequencing known as genetic code (HSLS3-1)
● Explain difference between codon and anticodon. (HSLS1-1)
● Summarize transcription and translation. (HSLS1-1)
Third Marking Period
Students will be able to:
● Identify parts of a chromosome. (HSLS1-4)
● Distinguish between mitosis and meiosis (HSLS1-4)
● Distinguish between haploid and diploid cells. (HSLS1-4)
● Describe cell cycle and formation of sperm and egg. (HSLS1-4)
● Demonstrate how recombination of genes during sexual reproduction has an
effect on variation (HSLS3-2) (HSLS1-4)
● Describe modern applications of the regulation of cell differentiation and analyze
the benefits and risks (e.g., stem cells, sex determination). (HSETS1-2)
● Describe fertilization in flowering plants. (HSLS3-1)
● Describe the steps in Mendel’s experiments with garden peas (HSLS3-1)
● Identify structure and function of flower parts. (HSLS3-1)
● Distinguish between dominance types. (HSLS3-3)
● Explain how a test cross can show genotype and phenotype. (HSLS3-1)
● Use mono- and di-hybrid Punnett Squares to determine genetic crosses
(HSLS3-1) (CCCS.ELA.LITERACY.RST.9-10.7)
● Explain sex-linked traits (HSLS3-1)
● Analyze a pedigree (HSLS3-1)
● Define probability and explain how it is used in genetic crosses
● Account for the appearance of a novel trait that arose in a given popul. HSLS4-3
HSLS4-4
● Provide specific real world examples of conditions caused by mutations
(CCCS.ELA.LITERACY.RST.9-10.6)
● Predict the potential impact on an organism (no impact, significant impact) given
a change in a specific DNA code (HSLS3-2)
● Define and give examples of genetic /bio engineering (HSLS2-1) (HSLS2-8)
(HSLS2-2)
North Bergen School District Benchmarks
● Explain the value and potential applications of genome projects. (HSETS1-2)
(HSETS1-1)
● Distinguish between DNA fingerprinting, gel electrophoresis, and PCR lab
techniques. (HSETS1-2) (HSETS1-1) (HSETS1-4)
Fourth Marking Period
Students will be able to:
● Distinguish between DNA fingerprinting, gel electrophoresis, and PCR lab
techniques (HSETS1-2) (HSETS1-1) (HSETS1-4)
● Estimate how closely related species are, based on scientific evidence (e.g.,
anatomical similarities, amino acid seq.) (HSLS4-1)
● Provide a scientific explanation for the history of life on Earth using scientific
evidence (e.g., fossil record, DNA, protein structures, etc.) (HSLS4-1:6)
● Account for the evolution of a species by citing specific evidence of biological
mechanisms (HSLS4-2)
● Identify five levels of ecosystem organization (HSLS2-7) (HSLS2-2)
● Cite evidence that the transfer and transformation of matter and energy links
organisms to one another and to their physical setting (HSPS3-1)
(CCCS.ELA.LITERACY.RST.9-10.1)
● Analyze the interrelationships and interdependencies among different organisms,
and explain how these relationships contribute to the stability of the ecosystem.
(HSLS2-1:8) (CCCS.ELA.LITERACY.RST.9-10.4)
● List and describe three human-caused env. Problems (HSLS2-7)
● Define biodiversity and explain three ways to measure it (HSLS2-2)
● Model how natural and human-made changes in the environment will affect
individual organisms and the dynamics of populations (HSESS3-4:6)
(CCCS.ELA.LITERACY.RST.9-10.8)
● Identify test-taking strategies (HSETS1-3)
● Synthesize a controlled experiment to test an idea (HSETS1-4)
● Practice multiple-choice and performance–based test prep questions (HSETS1-3)
● Recognize organization as seen in laboratory specimens (HSLS4-1)
● Describe the organ systems of earthworms. (HSLS4-1) (HSLS1-2)
● Identify organs and functions of frog’s internal and external anatomy (HSLS4-1)
(HSLS1-2)
Laboratory experiments are completed generally once a week for the school year.
Each Lab generally contains a written report/mathematical graph. The English
language standards that are touched upon are (CCCS.ELA.LITERACY.RST.9-10.3; 910.4; 9-10.7; 9-10.9)