PUBLIC SCHOOLS OF EDISON TOWNSHIP
DIVISION OF CURRICULUM AND INSTRUCTION
BIOLOGY (Advanced Placement)
Length of Course:
Term
Elective/Required:
Elective
Schools:
High Schools
Eligibility:
Grades 11/12
Credit Value:
7 Credits
Date Approved:
9/24/12
BIOLOGY AP
TABLE OF CONTENTS
STATEMENT OF PURPOSE
3
ESSENTIAL INSTRUCTIONAL BEHAVIOR (DRAFT 14)
4
COURSE UNITS
UNIT 1
THE CHEMICAL BASIS OF LIFE
6
UNIT 2
THE CELLULAR BASIS OF LIFE
11
UNIT 3
CELL PROCESSES; ENERGY AND COMMUNICATION
15
UNIT 4
GENE TO PROTEIN
21
UNIT 5
EVOLUTION
29
UNIT 6
BIODIVERSITY AND ECOLOGY
35
APPENDIX A - 2009 CORE CURRICULUM CONTENT STANDARDS
Modifications will be made to accommodate IEP mandates for classified students.
BIOLOGY AP
3
STATEMENT OF PURPOSE
Advanced Placement courses are designed to allow qualified students to experience
college level studies while still in high school, and in many instances, to obtain
college credit via successful performance on an AP Exam. For years Advanced
Placement Biology has successfully prepared students for this exam and for careers in the
life sciences.
Understandably, the course is designed for our finest science students and
therefore, admission requires departmental approval. Since the subject is presented as a
first year course in biology at the collegiate level, qualified students must have completed, or
be simultaneously enrolled in the completion of the traditional three years of college prep
biology, chemistry and physics.
While those enrolled in the course should be encouraged to prepare for the AP exam,
they are not required to take it, and the primary purpose of the offering is to provide our
most advanced science students with a challenging course of study in the life sciences
that is an extension of their previous experiences with biology and commensurate with their
abilities.
This curriculum guide was written in the Spring of 2012 following the adaptation of the
new state standards in science. As always with an Advanced Placement course, every
attempt has been made to follow the recommendations of the College
Entrance Examination Board, who prescribes much of the curriculum for courses of this
nature, but at the same time our own experienced instructors have contributed many of the
ideas and activities herein.
The committee members responsible for this revision are:
Jay Michael Jones (JPH)
Jennifer Lamkie Przygoda (EDH)
Coordinated by:
Laurie Maier - Supervisor, Edison High School
Hope Benson - Supervisor, John P. Stevens High School
BIOLOGY AP
4
Public Schools of Edison Township
Divisions of Curriculum and Instruction
Draft 14
Essential Instructional Behaviors
Edison’s Essential Instructional Behaviors are a collaboratively developed statement of
effective teaching from pre-school through Grade 12. This statement of instructional
expectations is intended as a framework and overall guide for teachers, supervisors,
and administrators; its use as an observation checklist is inappropriate.
1. Planning which Sets the Stage for Learning and Assessment
Does the planning show evidence of:
a.
b.
c.
d.
e.
f.
g.
h.
units and lessons directly related to learner needs, the written curriculum, the New Jersey Core
Content Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)?
measurable objectives that are based on diagnosis of learner needs and readiness levels and
reflective of the written curriculum, the NJCCCS, and the CPI?
lesson design sequenced to make meaningful connections to overarching concepts and essential
questions?
provision for effective use of available materials, technology and outside resources?
accurate knowledge of subject matter?
multiple means of formative and summative assessment, including performance assessment, that
are authentic in nature and realistically measure learner understanding?
differentiation of instructional content, processes and/or products reflecting differences in learner
interests, readiness levels, and learning styles?
provision for classroom furniture and physical resources to be arranged in a way that supports
student interaction, lesson objectives, and learning activities?
2. Observed Learner Behavior that Leads to Student Achievement
Does the lesson show evidence of:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
learners actively engaged throughout the lesson in on-task learning activities?
learners engaged in authentic learning activities that support reading such as read alouds, guided
reading, and independent reading utilizing active reading strategies to deepen comprehension
(for example inferencing, predicting, analyzing, and critiquing)?
learners engaged in authentic learning activities that promote writing such as journals, learning
logs, creative pieces, letters, charts, notes, graphic organizers and research reports that connect
to and extend learning in the content area?
learners engaged in authentic learning activities that promote listening, speaking, viewing skills
and strategies to understand and interpret audio and visual media?
learners engaged in a variety of grouping strategies including individual conferences with the
teacher, learning partners, cooperative learning structures, and whole-class discussion?
learners actively processing the lesson content through closure activities throughout the lesson?
learners connecting lesson content to their prior knowledge, interests, and personal lives?
learners demonstrating increasingly complex levels of understanding as evidenced through their
growing perspective, empathy, and self-knowledge as they relate to the academic content?
learners developing their own voice and increasing independence and responsibility for their
learning?
learners receiving appropriate modifications and accommodations to support their learning?
BIOLOGY AP
5
3. Reflective Teaching which Informs Instruction and Lesson Design
Does the instruction show evidence of:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
differentiation to meet the needs of all learners, including those with Individualized Education
Plans?
modification of content, strategies, materials and assessment based on the interest and
immediate needs of students during the lesson?
formative assessment of the learning before, during, and after the lesson, to provide timely
feedback to learners and adjust instruction accordingly?
the use of formative assessment by both teacher and student to make decisions about what
actions to take to promote further learning?
use of strategies for concept building including inductive learning, discovery-learning and inquiry
activities?
use of prior knowledge to build background information through such strategies as anticipatory
set,
K-W-L, and prediction brainstorms?
deliberate teacher modeling of effective thinking and learning strategies during the lesson?
understanding of current research on how the brain takes in and processes information and how
that information can be used to enhance instruction?
awareness of the preferred informational processing strategies of learners who are
technologically sophisticated and the use of appropriate strategies to engage them and assist
their learning?
activities that address the visual, auditory, and kinesthetic learning modalities of learners?
use of questioning strategies that promote discussion, problem solving, and higher levels of
thinking?
use of graphic organizers and hands-on manipulatives?
creation of an environment which is learner-centered, content rich, and reflective of learner efforts
in which children feel free to take risks and learn by trial and error?
development of a climate of mutual respect in the classroom, one that is considerate of and
addresses differences in culture, race, gender, and readiness levels?
transmission of proactive rules and routines which students have internalized and effective use of
relationship-preserving desists when students break rules or fail to follow procedures?
4. Responsibilities and Characteristics which Help Define the Profession
Does the teacher show evidence of:
a.
b.
c.
d.
e.
f.
MQ/jlm
7/2009
continuing the pursuit of knowledge of subject matter and current research on effective practices
in teaching and learning, particularly as they tie into changes in culture and technology?
maintaining accurate records and completing forms/reports in a timely manner?
communicating with parents about their child’s progress and the instructional process?
treating learners with care, fairness, and respect?
working collaboratively and cooperatively with colleagues and other school personnel?
presenting a professional demeanor?
BIOLOGY AP
6
Unit of Study: Unit 1: The Chemistry of Life (Allow approximately 3 Weeks)
Targeted State Standards: 5.1 Science Practices, 5.2 Physical Sciences, 5.3 Life Sciences
Unit Objectives/Enduring Understandings: Basic chemical principles affect living things.
Essential Questions: How are biological molecules necessary for organisms to grow, to reproduce, and to maintain organization?
How do the subcomponents of biological molecules determine to properties of that molecule?
Unit Assessment:
Core Content
Cumulative Progress
Indicators
5.1.12.A.1 Refine
interrelationships among
concepts and patterns of
evidence found in different
central scientific
explanations.
5.1.12.A.2 Develop and
use mathematical, physical,
and computational tools to
build evidence-based
models and to pose
theories.
5.1.12.A.3 Use scientific
principles and theories to
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
Chemical
elements to
support life
Biological
Polymers
Macromolecules
Molecules of life
are exchanged
between
organisms and
the environment
Polymer structure
and properties
Enzyme structure
Enzyme activity
Justify the selection of data regarding the
types of molecules that an animal, plant, or
bacterium will take up as necessary building
blocks and excrete as waste products.
Explain the connection between the sequence
and the subcomponents of a biological
polymer and its properties.
Macromolecules”
Construct explanations based on evidence
of how variation in molecular units provides
cells with a wider range of functions.
Represent graphically or model quantitatively
the exchange of molecules between an
Activities/Strategies
Assessment
Check Points
Technology
Implementation/
Interdisciplinary
Connections
May include but are not
limited to:
Formative
Assessment
Lab 13 – Enzymes
Class Discussions
Text-Campbell and Reese
Class Activities
Chapter 2: “The
Chemical Contest
of Life”
Chapter 3: “Water
and the
Environment
Chapter 4: “Carbon
and the Molecular
Diversity of Life”
Informal Polling
Summative
Assessments
Quizzes
Tests
BIOLOGY AP
7
Unit 1: The Chemistry of Life (Allow approximately 3 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary
Connections
Chapter 5: “The
Structure and
Function of
Macromolecules”
Chapter 8: “An
introduction to
Metabolism,” p. 149158.
build and refine standards
for data collection, posing
controls, and presenting
evidence.
organism and its environment, and the
subsequent uses of these molecules to
build new molecules that facilitate dynamic
homeostasis, growth, and reproduction.
5.1.12.B.1 Design
investigations, collect
evidence, analyze data, and
evaluate evidence to
determine measures of
central tendencies,
causal/correlational
relationships, and
anomalous data.
Refine representations and models to explain
how the subcomponents of a biological
polymer and their sequence determine the
properties of that polymer.
5.1.12.B.2 Build, refine,
and represent evidencebased models using
mathematical, physical, and
computational tools.
Analyze data to identify how molecular
interactions affect structure and function.
5.1.12.B.3 Revise
predictions and
Instructional Actions
Use models to predict and justify that
changes in the subcomponents of a biological
polymer affect the functionality of the
molecule.
Assessment
Check Points
Performance
Assessments
Lab Investigations
Projects
BIOLOGY AP
8
Unit 1: The Chemistry of Life (Allow approximately 3 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
explanations using
evidence, and connect
explanations/arguments to
establish scientific
knowledge, models and
theories.
5.1.12.B.4 Develop quality
controls to examine data
sets and to examine
evidence as a means of
generating and reviewing
explanations.
5.1.12.C.1 Reflect on and
revise understandings a
new evidence emerges.
5.1.12.C.2 Use data
representations and new
models to revise
predictions and
explanations.
5.1.12.C.3 Consider
alternative theories to
interpret and evaluate
evidence based arguments.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary
Connections
Assessment
Check Points
BIOLOGY AP
9
Unit 1: The Chemistry of Life (Allow approximately 3 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
5.1.12.D.1 Engage in
multiple forms of discussion
in order to process, make
sense of, and learn from
others’ ideas, observations,
and experiences.
5.1.12.D.2 Represent ideas
using literal representations,
such as graphs, tables,
journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how
to use scientific tools and
instruments and knowledge
of how to handle animals
with respect for their safety
and welfare.
5.2.12.A.1 Use atomic
models to predict the
behaviors of atoms in
interactions.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary
Connections
Assessment
Check
Points
BIOLOGY AP
10
Unit 1: The Chemistry of Life (Allow approximately 3 Weeks)(con’t)
Core Content
Cumulative
Progress Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check
Points
5.2.12.A.5 Describe the
process by which solutes
dissolve in solvents
5.2.12.A.6 Relate toe pH
scale to the
concentrations of various
acids and bases.
5.3.12.A.1 Represent and
explain the relationship
between the structure and
function of each class of
complex molecules using
a variety of models.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
AP Biology Investigative Labs: An Inquiry-Based Approach. New York: The College Board,
2012.
AP Biology Lab Manual. New York: The College Board, 2001.
Campbell, Neil A., and Jane B. Reece. Biology. 7th ed. San Francisco: Pearson Benjamin
Cummings, 2005.
Instructional
Modifications, student
misunderstandings
Adjustments:
difficulties,
possible
BIOLOGY AP
11
Unit of Study: Unit 2: The Cell (Allow approximately 3 Weeks)
Targeted State Standards: 5.1 Science Practices, 5.3 Life Science
Unit Objectives/Enduring Understandings: Cell structures are adapted to their functions.
Essential Questions: How do shared conserved cellular processes support the idea that all organisms are linked by lines of descent from common
ancestry?
How do cells create and maintain internal environments that are different from their external environments? How do structure and function of subcellular
components and their interactions provide essential cellular processes? How do cells maintain dynamic homeostasis by the movement of molecules
across membranes?
Unit Assessment:
Core Content
Cumulative
Progress Indicators
5.1.12.A.1 Refine
interrelationships among
concepts and patterns of
evidence found in
different central scientific
explanations.
5.1.12.A.2 Develop and
use mathematical,
physical, and
computational tools to
build evidence-based
models and to pose
theories.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Importance of cell
surface area
Cell size and shape
limitations
Cell membrane
structure
Cell membrane
function
Cell organelles
Prokaryotes vs
eukaryotes
Organelle interactions
Membrane
Use calculated surface area-to-volume ratios
to predict which cell(s) might eliminate
wastes or procure nutrients faster by
diffusion.
Explain how cell size and shape affect the
overall rate of nutrient intake and the rate of
waste elimination.
May include but are not
limited to:
Lab 4 – Diffusion and
Osmosis
Assessment
Check
Points
Formative
Assessment
Class
Discussions
Class Activities
Text-Campbell and Reese
Informal Polling
Explain how internal membranes and
organelles contribute to cell functions.
Use representations and models to describe
differences in prokaryotic and eukaryotic
Chapter 6: “A Tour
of the Cell”
Chapter 7:
“Membrane
Structure and
Summative
Assessments
Quizzes
BIOLOGY AP
12
Unit of Study: Unit 2: The Cell (Allow approximately 3 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
5.1.12.A.3 Use scientific
principles and theories to
build and refine standards
for data collection, posing
controls, and presenting
evidence.
5.1.12.B.1 Design
investigations, collect
evidence, analyze data,
and
evaluate evidence to
determine measures of
central tendencies,
causal/correlational
relationships, and
anomalous data.
5.1.12.B.2 Build, refine,
and represent evidencebased models using
mathematical, physical,
and computational tools.
5.1.12.B.3 Revise
predictions and
explanations using
evidence, and connect
explanations/arguments to
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
components and
selective permeability
Evolution of
organisms
Endosymbiant theory
Domains of life
cells.
Make a prediction about the interactions of
subcellular organelles.
Construct explanations based on scientific
evidence as to how interactions of subcellular
structures provide essential functions.
Use representations and models to analyze
situations qualitatively to describe how
interactions of subcellular structures, which
possess specialized functions, provide
essential functions.
Use representations and models to pose
scientific questions about the properties of
cell membranes and selective permeability
based on molecular structure.
Construct models that connect the movement
of molecules across membranes with
membrane structure and function.
Use representations and models to analyze
situations or solve problems qualitatively or
quantitatively to investigate whether dynamic
homeostasis is maintained by the active
movement of molecules across membranes.
Function”
Chapter 25:
“Phylogeny and
Systematics”
Chapter 26: “The
Tree of Life:An
Introduction to
Biological Diversity”
p. 523-526
Chapter 27:
“Prokaryotes”;
Assessment
Check
Points
Tests
Performance
Assessments
Lab
Investigations
Projects
BIOLOGY AP
13
Unit of Study: Unit 2: The Cell (Allow approximately 3 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
establish scientific
knowledge, models and
theories.
5.1.12.B.4 Develop quality
controls to examine data
sets and to examine
evidence as a means of
generating and reviewing
explanations.
5.1.12.C.1 Reflect on and
revise understandings a
new evidence emerges.
5.1.12.C.2 Use data
representations and new
models to revise predictions
and explanations.
5.1.12.C.3 Consider
alternative theories to
interpret and evaluate
evidence based arguments.
5.1.12.D.1 Engage in
multiple forms of discussion
in order to process, make
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary
Connections
Justify the scientific claim that organisms
share many conserved core processes
and features that evolved and are widely
distributed among organisms today.
Pose scientific questions that correctly
identify essential properties of shared, core
life processes that provide insights into the
history of life on Earth.
Assessment
Check
Points
BIOLOGY AP
14
Unit of Study: Unit 2: The Cell (Allow approximately 3 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check
Points
sense of, and learn from
others’ ideas, observations,
and experiences.
5.1.12.D.2 Represent ideas
using literal representations,
such as graphs, tables,
journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate
how to use scientific tools
and instruments and
knowledge of how to handle
animals with respect for
their safety and welfare.
5.3.12.A.3 Predict a cell’s
response in a given set of
environmental conditions.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
AP Biology Investigative Labs: An Inquiry-Based Approach. New York: The College Board,
2012.
AP Biology Lab Manual. New York: The College Board, 2001.
Campbell, Neil A., and Jane B. Reece. Biology. 7th ed. San Francisco: Pearson Benjamin
Cummings, 2005.
Instructional Adjustments: Modifications,
student difficulties, possible misunderstandings
BIOLOGY AP
15
Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks)
Targeted State Standards: 5.1 Science Practices, 5.2 Physical Science, 5.3 Life Science
Unit Objectives/Enduring Understandings: Energy is transferred and transformed by living things. Cells communicate to coordinate function.
Essential Questions: How do biological systems utilize free energy to grow, to reproduce, and to maintain homeostasis? How do organisms capture,
use, and store free energy? How are external signals converted into cellular responses?
Unit Assessment:
Core Content
Cumulative
Progress Indicators
5.1.12.A.1 Refine
interrelationships among
concepts and patterns of
evidence found in different
central scientific
explanations.
5.1.12.A.2 Develop and
use mathematical,
physical, and
computational tools to
build evidence-based
models and to pose
theories.
5.1.12.A.3 Use scientific
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary
Connections
May include but are not
limited to:
Energy flow in the
ecosystem
ATP
Cellular Respiration
Photosynthesis
Cell signaling
methods
Cell communication
Signal transduction
pathways
Effect of disease and
drugs on cell
signaling
Explain how biological systems use free
energy based on empirical data that all
organisms require constant energy input
to maintain organization, to grow, and to
reproduce.
Justify a scientific claim that free energy
is required for living systems to maintain
organization, to grow, or to reproduce, but
that multiple strategies exist in different
living systems.
Predict how changes in free energy
availability affect organisms, populations, and
ecosystems.
Assessment
Check
Points
Formative
Assessment
Lab 6 – Cellular Respiration
Lab 5 – Photosynthesis
Class
Discussions
Text-Campbell and Reese
Class Activities
Chapter 8: “An
Introduction to
Metabolism” p. 141149.
Chapter 9: “Cellular
Respiration:
Harvesting
Chemical Energy”
Informal Polling
Summative
Assessments
Quizzes
Tests
BIOLOGY AP
16
Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks)(con’t)
Core Content
Instructional Actions
Cumulative
Progress Indicators
principles and theories to
build and refine standards
for data collection, posing
controls, and presenting
evidence.
5.1.12.B.1 Design
investigations, collect
evidence, analyze data,
and evaluate evidence to
determine measures of
central tendencies,
causal/correlational
relationships, and
anomalous data.
5.1.12.B.2 Build, refine,
and represent evidencebased models using
mathematical, physical,
and computational tools.
5.1.12.B.3 Revise
predictions and
explanations using
evidence, and connect
explanations/arguments to
establish scientific
knowledge, models and
theories.
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Use representations and models to analyze
how cooperative interactions within
organisms promote efficiency in the use of
energy and matter.
Use representations to pose scientific
questions about what mechanisms and
structural features allow organisms to
capture, store, and use free energy.
Construct explanations of the mechanisms
and structural features of cells that allow
organisms to capture, store, or use free
energy.
Describe specific examples of conserved core
biological processes and features shared by
all domains or within one domain of life, and
how these shared, conserved core processes
and features support the concept of common
ancestry for all organisms.
Describe basic chemical processes for cell
communication shared across evolutionary
lines of descent.
Generate scientific questions involving cell
communication as it relates to the process of
evolution.
Use representation(s) and appropriate models
Chapter 10:
“Photosynthesis” p.
181-141.
Chapter 11: “Cell
Communication”
p.201-205, 208-209,
212-214.
Assessment
Check
Points
Performance
Assessments
Lab
Investigations
Projects
BIOLOGY AP
17
Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks)(con’t)
Core Content
Instructional Actions
Cumulative
Progress Indicators
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
5.1.12.B.4 Develop quality
controls to examine data
sets and to examine
evidence as a means of
generating and reviewing
explanations.
to describe features of a cell signaling
pathway.
5.1.12.C.1 Reflect on and
revise understandings a
new evidence emerges.
Create representation(s) that depict how
cell-to-cell communication occurs by direct
contact or from a distance through chemical
signaling.
5.1.12.C.2 Use data
representations and new
models to revise
predictions and
explanations.
5.1.12.C.3 Consider
alternative theories to
interpret and evaluate
evidence based
arguments.
5.1.12.D.1 Engage in
multiple forms of
discussion in order to
process, make sense of,
and learn from others’
ideas, observations, and
experiences.
Construct explanations of cell communication
through cell-to-cell direct contact or through
chemical signaling.
Describe a model that expresses the key
elements of signal transduction pathways
by which a signal is converted to a cellular
response.
Justify claims based on scientific evidence
that changes in signal transduction pathways
can alter cellular response.
Describe a model that expresses key
elements to show how change in signal
transduction can alter cellular response.
Construct an explanation of how certain drugs
affect signal reception and, consequently,
signal transduction pathways.
Assessment
Check
Points
BIOLOGY AP
18
Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks)(con’t)
Core Content
Instructional Actions
Cumulative Progress
Indicators
5.1.12.D.2 Represent ideas
using literal
representations, such as
graphs, tables, journals,
concept maps, and
diagrams.
5.1.12.D.3 Demonstrate
how to use scientific tools
and instruments and
knowledge of how to
handle animals with
respect for their safety and
welfare.
5.2.12.B.2 Describe
oxidation and reduction
reactions, and give
examples of oxidation and
reduction reactions that
have an impact on the
environment, such as
corrosion and the burning
of fuel.
5.3.12.A.2 Demonstrate
the properties and
functions of enzymes by
designing and carrying out
an experiment.
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check
Points
BIOLOGY AP
19
Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks)(con’t)
Core Content
Instructional Actions
Cumulative Progress
Indicators
5.3.12.B.1 Cite evidence
that the transfer and
transformation of matter
and energy links organisms
to one another and to their
physical settings.
5.3.12.B.2 Use
mathematical formulas to
justify the concept of an
efficient diet.
5.3.12.B.3 Predict what
would happen to an
ecosystem if an energy
source was removed.
5.3.12.B.4 Explain how
environmental factors (such
as temperature, light
intensity, and the amount of
water available) can affect
photosynthesis as an
energy storing process.
5.3.12.B.5 Investigate and
describe the
complementary relationship
(cycling of matter and flow
of energy) between
photosynthesis and cellular
respiration.
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check
Points
BIOLOGY AP
20
Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks)(con’t)
Core Content
Instructional Actions
Cumulative Progress
Indicators
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check
Points
5.3.12.B.6 Explain how the
process of cellular
respiration is similar to the
burning of fossil fuels.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
AP Biology Investigative Labs: An Inquiry-Based Approach. New York: The College Board,
2012.
AP Biology Lab Manual. New York: The College Board, 2001.
Campbell, Neil A., and Jane B. Reece. Biology. 7th ed. San Francisco: Pearson Benjamin
Cummings, 2005.
Instructional
Modifications, student
misunderstandings
Adjustments:
difficulties,
possible
BIOLOGY AP
21
Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)
Targeted State Standards: 5.1 Science Practices, 5.3 Life Science
Unit Objectives/Enduring Understandings: Heritable information provides for continuity of life. Expression of genetic information involves cellular
and molecular mechanisms. The processing of genetic information is imperfect and is a source of genetic variation. Cells communicate by generating,
transmitting and receiving chemical signals. Transmission of information results in changes within and between biological systems.
Essential Questions: How do living systems store, retrieve, and transmit genetic information critical to life processes? How does the expression of
genetic material control cell products which, in turn, determine the metabolism and nature of the cell? What is the relationship between changes in genotype
and phenotype and evolution? How can humans use genetic engineering techniques to manipulate genetic information? What are ethical issues raised by the
application of these techniques?
Unit Assessment: The student can use representations and models to communicate scientific phenomena and solve scientific problems. The student can
use mathematics appropriately. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP
course. The student can plan and implement data collection strategies appropriate to a particular scientific question. The student can perform data analysis
and evaluation of evidence. The student can work with scientific explanations and theories. The student is able to connect and relate knowledge across various
scales, concepts and representations in and across domains.
Core Content
Cumulative Progress
Indicators
5.1.12.A.1 Refine
interrelationships among
concepts and patterns of
evidence found in different
central scientific
explanations.
5.1.12.A.2 Develop and
use mathematical,
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check
Points
Instructional Activity:
Provided with evidence
relating to how the Frederick
Griffith and HersheyChase experiments
supported the identification
of DNA as the genetic
material, students pose
questions that remained
Formative
Assessment:
Provided with
incomplete
diagrams (or
diagrams with
errors)
illustrating the
structures of
Phases of the Cell Cycle
including, M, G1, G0, G2, S,
Interphase.
Make predictions about natural phenomena
occurring during the cell cycle.
Describe the events that occur in the cell cycle.
Main ideas underlying the
importance of both
fundamental Cell Cycle
Checkpoints; G0 and M
Construct an explanation, using visual
representations or narratives, as to how DNA
in chromosomes is transmitted to the next
generation via mitosis, or meiosis followed by
BIOLOGY AP
22
Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
physical, and
computational tools to build
evidence-based models
and to pose theories.
5.1.12.A.3 Use scientific
principles and theories to
build and refine standards
for data collection, posing
controls, and presenting
evidence.
5.1.12.B.1 Design
investigations, collect
evidence, analyze data,
and evaluate evidence to
determine measures of
central tendencies,
causal/correlational
relationships, and
anomalous data.
5.1.12.B.2 Build, refine,
and represent evidencebased models using
mathematical, physical,
and computational tools.
5.1.12.B.3 Revise
predictions and
explanations using
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Cells cycles exhibit
variability among tissues.
If X = DNA content and Y =
Chromosome number then
Meiosis begin with cells = X,
Y and produces cells =
0.25X and 0.5Y.
Meiosis segregates genes
on Homologous
chromosomes, which are
usually allelic, into gametes
which, most likely randomly
form a union during
fertilization.
Calculating the number of
possible fundamental
gametic different outcomes
(not from crossing over) in
2tetrads during MI.
Epigenetic controls override
classical Mendelian
outcomes hybrid crosses
resulting in such as 3:1 or
9:3:3:1 phenotypic
outcomes.
fertilization.
Represent the connection between meiosis
and increased genetic diversity necessary for
evolution.
Evaluate evidence provided by data sets to
support the claim that heritable information
is passed from one generation to another
through mitosis, or meiosis followed by
fertilization.
Construct a representation that connects the
process of meiosis to the passage of traits
from parent to offspring.
Pose questions about the ethical, social, or
medical issues surrounding human genetic
disorders.
Apply mathematical routines to determine
Mendelian patterns of inheritance provided
by data sets.
Explain deviations from Mendel’s model of
the inheritance of traits.
Explain how the inheritance patterns of many
traits cannot be accounted for by Mendelian
genetics.
unanswered by these
historical experiments.
The Watson and Crick Model
of DNA. Students develop a
model of the
structure of DNA based
solely on Watson and Crick’s
original Nature article,
“Molecular Structure of
Nucleic Acids: A Structure for
Deoxyribose Nucleic
Acid.”
Instructional Activity:
Students design an
experiment to test the three
models of DNA replication.
Assume access in a
laboratory to the following:
experimental organism,
radioactive isotopes, test
tubes and centrifuge, and
growth media for
organisms.
Instructional Activity:
Using computer programs
or construction paper,
markers, and scissors,
students construct a model
of DNA using at least 24
Assessment
Check
Points
DNA and RNA,
DNA replication,
transcription,
and translation,
students refine
or revise the
diagrams and
share the edited
versions for
critical review.
Students work
in pairs to solve
a daily genetics
problem (e.g.,
monohybrid,
dihybrid, test
cross, codominance
versus
incomplete
dominance,
sex-linkage,
crossing over,
pedigrees). The
first pair with a
solution comes
to the board
and works the
problem for
peer review.
BIOLOGY AP
23
Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
evidence, and connect
explanations/arguments to
establish scientific
knowledge, models and
theories.
5.1.12.B.4 Develop quality
controls to examine data
sets and to examine
evidence as a means of
generating and reviewing
explanations.
5.1.12.C.1 Reflect on and
revise understandings a
new evidence emerges.
5.1.12.C.2 Use data
representations and new
models to revise predictions
and explanations.
5.1.12.C.3 Consider
alternative theories to
interpret and evaluate
evidence based arguments.
5.1.12.D.1 Engage in
multiple forms of discussion
in order to process, make
sense of, and learn from
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary
Connections
nucleotides. Students use
the model to distinguish
between DNA and RNA; to
model the processes of
replication, transcription,
and translation; and to
predict nucleotide
sequence.
Epigenetic controls affect
phenotype. E.g., Genomic
Imprinting.
Phenotypes are not always
a result of a single genotype,
for example: Polygenic
Inheritance.
Nucleic Acid structure and
orientation, i.e., 5’ to 3’ or 3’
to 5’ of DNA and RNA are
essential concepts
necessary to comprehend
Polypeptide synthesis.
The “Central Dogma of
Biology” remains true,
however, there are a variety
of mechanism cells employ
to control gene expression.
Phenotypic mutations result
from a range of mechanisms
from simple SNPs (single
nucleotide polymorphisms)
to complex mutations such
as DNA and RNA
transposons.
Repressible and inducible
Describe representations of an appropriate
example of inheritance patterns that cannot
be explained by Mendel’s model of the
inheritance of traits.
Construct explanations of the influence of
environmental factors on the phenotype of an
organism.
Use evidence to justify a claim that a
variety of phenotypic responses to a single
environmental factor can result from different
genotypes within the population.
Construct scientific explanations that use the
structures and mechanisms of DNA and RNA
to support the claim that DNA and, in some
cases, that RNA are the primary sources of
heritable information.
Justify the selection of data from historical
investigations that support the claim that
DNA is the source of heritable information.
Describe representations and models that
illustrate how genetic information is copied
for transmission between generations.
Describe representations and models
illustrating how genetic information is
translated into polypeptides.
Instructional Activity:
Students use construction
paper or more elaborate
materials to create a model
of the lac and tryp operons
that include a regulator,
promoter, operator, and
structural genes. Students
use the model to make
predictions about the effects
of mutations in any of the
regions on gene expression.
Instructional Activity:
Students create a diagram
to distinguish between the
products of embryonic
versus adult stem cells.
What are some arguments
for and against embryonic
stem cell research?
Assessment
Check Points
Provided with
incomplete
diagrams (or
diagrams with
errors) illustrating
the
structures of DNA
and RNA, DNA
replication,
transcription, and
translation,
students refine or
revise the
diagrams and
share the edited
versions for
critical
review.
Summative
Assessment:
Quiz consisting of
10 multiplechoice questions,
one short, labbased
freeresponse
question, and five
“identify the
process”
microscope
BIOLOGY AP
24
Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
others’ ideas, observations,
and experiences.
5.1.12.D.2 Represent ideas
using literal representations,
such as graphs, tables,
journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how
to use scientific tools and
instruments and knowledge
of how to handle animals
with respect for their safety
and welfare.
5.3.12.A.4 Distinguish
between the processes of
cellular growth (cell division)
and development
(differentiation).
5.3.12.A.5 Describe modern
applications of the regulation
of cell differentiation and
analyze the benefits and
risks (e.g., stem cells, sex
determination).
5.3.12.D.1 Explain the value
and potential application of
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
operons in prokaryotes.
Enhancers and Proximal
control elements in
eukaryotes.
In eukaryotes there are
many opportunities to
regulate gene expression;
the chromatin level all the
way up to blocking
Translation.
STPs (signal transduction
pathways) operate within a
cell from an outside
stimulus.
Create a visual representation to illustrate
how changes in a DNA nucleotide sequence
can result in a change in the polypeptide
produced.
Predict how a change in a specific DNA or
RNA sequence can result in changes in gene
expression.
Describe the connection between the
regulation of gene expression and observed
differences between different kinds of
organisms.
Describe the connection between the
regulation of gene expression and observed
differences between individuals in a
population.
Paracrine/endocrine signals.
Evolutionary Developmental
Biology (Evo-Devo Bio)
studies how and when
different homeotic genes
regulate expression in
embryonic tissue.
Homeotic genes involved in
Developmental Biology; gap
genes, pair rule genes,
bicoid genes and segment
Explain how the regulation of gene
expression is essential for the processes and
structures that support efficient cell function.
Use representations to describe how gene
regulation influences cell products and
function.
Refine representations to illustrate how
interactions between external stimuli and
gene expression result in specialization of
cells, tissues, and organs.
Instructional Activity:
“Shh: Silencing the
Hedgehog Pathway," Parts I
and III. Students engage in
an investigative case study
of the hedgehog signaling
pathway and its role in
embryonic development.
Instructional Activity:
AP Biology Investigation 8:
Biotechnology: Bacterial
Transformation. Students
investigate how genetic
engineering techniques can
be used to manipulate
heritable information using
Escherichia coli. After
learning fundamental skills,
students can design their
own experiments to
manipulate DNA. This lab is
student directed and teacher
facilitated.
Instructional Activity:
AP Biology Investigation 9:
Biotechnology: Restriction
Enzyme Analysis of DNA.
Beginning with a forensic
mystery, students
Assessment
Check
Points
slides/lab
activities.
One-hour exam
consisting of 20
multiple-choice
questions and
two
freeresponse
questions. The
free-response
questions are
based on data
and include chisquare analysis.
One-hour exam
consisting of 20
multiple-choice
questions, two
short-response
questions, and
one long freeresponse
question
involving
analysis of
models of
the structure of
DNA, DNA
replication,
BIOLOGY AP
25
Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Justify a claim made about the effect(s)
on a biological system at the molecular,
physiological, or organismal level when given
a scenario in which one or more components
within a negative regulatory system is
altered.
investigate how genetic
information can be used to
identify and profile
individuals. This lab is
student directed and teacher
facilitated.
Explain how signal pathways mediate gene
expression, including how this process can
affect protein production.
Instructional Activity:
Using information from the
film Gattaca and other
pieces that we read and
discuss in class, students
reflect on the idea explored
in Michael Crichton’s
Jurassic Park that just
because science can do
something doesn’t mean that
it should.
genome projects.
polarity genes.
5.3.12.D.2 Predict potential
impact on an organism (no
impact, significant impact)
given a change in a specific
DNA code, and provide
specific real world examples
of conditions caused by
mutations.
Patterns of inheritance
5.3.12.D.3 Demonstrate
through modeling how the
sorting and recombination of
genes during sexual
reproduction has an effect
on variation in offspring
(meiosis, fertilization).
Paracrine cell signaling
during embryonic
development; induction and
activation.
Predicting genetic outcomes
genetic counseling
Gene linkage & mapping
Genetic Mutations (revisited)
Nuclear Transplantation and
Gene Therapy.
Maternal Cytoplasmic
Determinants begin
embryonic development
result in many “genetic
switches” in successive
embryonic cells, i.e.,
Transcription Factors. This
determines the differentiated
fate of a cell.
Apoptosis is necessary for
tissue development.
Molecular Biology and
Use representations to describe mechanisms
of the regulation of gene expression.
Connect concepts in and across domains
to show that the timing and coordination
of specific events are necessary for normal
development in an organism and that these
events are regulated by multiple mechanisms.
May include but are not
limited to:
Use a graph or diagram to analyze
situations or solve problems (quantitatively
or qualitatively) that involve timing and
coordination of events necessary for normal
development in an organism.
Justify scientific claims with scientific
evidence to show that timing and
coordination of several events are necessary
for normal development in an organism and
that these events are regulated by multiple
mechanisms.
Text-Campbell and Reese
Chapter 11: “Cell
Communication”
Chapter 12: “The
Cell Cycle”
Chapter 13: “Meiosis
and Sexual Life
Cycles
Assessment
Check
Points
transcription,
and translation.
Instructional
Activity:
Students create
a board game to
take players
through the key
steps in
translation —
and have
classmates play
the game!
Formative
Assessment:
Provided with
incomplete
diagrams (or
diagrams with
errors)
illustrating the
structures of
DNA and RNA,
DNA replication,
transcription,
and translation,
students refine
or revise the
diagrams and
share the edited
versions for
BIOLOGY AP
26
Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary
Connections
Chapter 14:
“Mendel and the
Gene Idea”
Bioengineering results in the
manipulation of prokaryotic
and eukaryotic cells.
DNA, and in some cases
RNA, is the primary source
of heritable information.
In eukaryotes, heritable
information is passed to the
next generation via
processes that include the
cell cycle and mitosis or
meiosis plus
fertilization.
The chromosomal basis of
inheritance provides an
understanding of the pattern
of passage (transmission) of
genes from parent to
offspring.
The inheritance pattern of
many traits cannot be
explained by simple
Mendelian genetics.
Gene regulation results in
Describe the role of programmed cell death in
development and differentiation, the reuse of
molecules, and the maintenance of dynamic
homeostasis.
Justify the claim that humans can manipulate
heritable information by identifying at least
two commonly used technologies.
Chapter 15: “The
Chromosomal Basis
of Inheritance”
Chapter 16: “The
Molecular Basis of
Inheritance”
Chapter 17: “From
Gene to Protein”
Chapter 18: “The
Genetics of Viruses
and Bacteria”
Chapter 19:
“Eukaryotic
Genomes:
Organization,
Regulation, and
Evolution”
Chapter 20: “DNA
Technology and
Genomics”
Assessment
Check
Points
critical review.
Formative
Assessment:
In a short written
narrative,
students
describe one
example of
experimental
evidence that
supports the
claim that
different cell
types result from
differential gene
expression in
cells with the
same DNA.
Then, in small
groups, students
share and
discuss their
examples and
distinguish
between
determination
and
differentiation.
BIOLOGY AP
27
Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
differential gene expression,
leading to cell specialization.
A variety of intercellular and
intracellular signal
transmissions mediate gene
expression.
Changes in genotype can
result in changes in
phenotype.
Biological systems have
multiple processes that
increase genetic variation.
Viral replication results in
genetic variation, and viral
infection can introduce
genetic variation into the
hosts.
Cell communication
processes share common
features that reflect a
shared evolutionary
history.
Cells communicate with
each other through direct
Chapter 21: “The
Genetic Basis of
Development”
Assessment
Check
Points
Summative
Assessment:
One long freeresponse
question that
asks students to
connect their
understanding
of mitosis, DNA
and genes, and
cell signaling
pathways to
differential
protein
expression in a
model organism.
Formative
Assessment:
Students create
a mini-poster for
peer review to
explain several
applications
of genetic
engineering and
possible ethical,
social, or
medical issues
raised by human
BIOLOGY AP
28
Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
contact with other cells or
from a distance via
chemical signaling.
Signal transduction
pathways link signal
reception with cellular
response.
Changes in signal
transduction pathways can
alter cellular response.
Individuals can act on
information and
communicate it to others.
Animals have nervous
systems that detect external
and internal signals,
transmit and integrate
information, and produce
responses.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Assessment
Check
Points
manipulation of
DNA.
Summative
Assessment:
Quiz consisting
of two freeresponse
questions based
on data from
experiments
pertaining to
bacterial
transformation
and restriction
enzyme
analysis of DNA.
Instructional Adjustments: Modifications,
student difficulties, possible misunderstandings
AP Biology Investigative Labs: An Inquiry-Based Approach. New York: The College Board,
2012.
AP Biology Lab Manual. New York: The College Board, 2001.
Campbell, Neil A., and Jane B. Reece. Biology. 7th ed. San Francisco: Pearson Benjamin
Cummings, 2005.
BIOLOGY AP
29
Unit of Study: Unit 5: Evolution (Allow approximately 6 Weeks)
Targeted State Standards: 5.1 Science Practices, 5.2 Physical Science, 5.3 Life Science, 5.4 Earth System Science
Unit Objectives/Enduring Understandings: Change in the genetic makeup of a population over time is evolution. Organisms are linked by lines of
descent from common ancestry. Life continues to evolve within a changing environment. The origin of living systems is explained by natural processes.
Essential Questions: How does evolution by natural selection drive the diversity and unity of life? What scientific evidence from many disciplines, including
mathematics, supports models about the origin of life on Earth and biological evolution? How can phylogenetic trees and cladograms be used to graphically model
evolutionary history among species?
Unit Assessment: The student can use representations and models to communicate scientific phenomena and solve scientific problems. The student can
use mathematics appropriately. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
The student can plan and implement data collection strategies appropriate to a particular scientific question. The student can perform data analysis and evaluation
of evidence. The student can work with scientific explanations and theories. The student is able to connect and relate knowledge across various scales, concepts
and representations in and across domains.
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check
Points
Instructional Activity:
Mathematical Modeling:
Hardy-Weinberg. Introduces
students to application of the
Hardy-Weinberg equation to
study changes in allele
frequencies in a population
and to examine possible
causes for these changes.
Although the first part of this
lab is teacher directed, inquiry
based questions for students
Formative
Assessment:
Using excerpts
from The Beak
of the Finch,
students write a
brief narrative
explaining how
evidence from
many scientific
disciplines
supports the
5.1.12.A.1 Refine
interrelationships among
concepts and patterns of
evidence found in different
central scientific
explanations.
Nature selects for
phenotypes which are a
result of genotypes.
5.1.12.A.2 Develop and use
mathematical, physical, and
computational tools to build
evidence-based models and
to pose theories.
Phenotypes in populations
of organisms are a result of
all possible genotypes
resulting from all possible
alleles in sexual organisms.
Natural selection is a major
mechanism of evolution.
Predict how a change in genotype, when
expressed as a phenotype, provides a
variation that can be subject to natural
selection.
Explain the connection between genetic
variations in organisms and phenotypic
variations in populations.
Predict the effects of a change in an
environmental factor on the genotypic
expression of the phenotype.
BIOLOGY AP
30
Unit of Study: Unit 5: Evolution (Allow approximately 6 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
5.1.12.A.3 Use scientific
principles and theories to
build and refine standards for
data collection, posing
controls, and presenting
evidence.
5.1.12.B.1 Design
investigations, collect
evidence, analyze data, and
evaluate evidence to
determine measures of
central tendencies,
causal/correlational
relationships, and anomalous
data.
5.1.12.B.2 Build, refine, and
represent evidence-based
models using
mathematical, physical, and
computational tools.
5.1.12.B.3 Revise predictions
and explanations using
evidence, and connect
explanations/arguments to
establish scientific
knowledge, models and
theories.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Nature selects for
phenotypes to survive and
reproduce in gene pools.
Hardy Weinberg’s Genetic
equilibrium as applied to
various gene pools.
Recent studies such as
Dodd, et, al, show how
scientists can quantify
natural selection,
specifically reproductive
isolation.
Organisms in a population
which are best able to
perform intracellular,
intercellular, inter-organ
system and interorganismal communication,
survive and reproduce in a
population.
Darwin’s explorations and
theory of descent with
modification & natural
selection
Modes of Speciation:
Gradualism and
Convert a data set from a table of numbers
that reflect a change in the genetic makeup
of a population over time and apply
mathematical methods and conceptual
understandings to investigate the cause(s)
and effect(s) of this change.
Evaluate evidence provided by data to
qualitatively and quantitatively investigate
the role of natural selection in evolution.
Analyze data to support the claim that
responses to information and communication
of information affect natural selection.
Apply mathematical methods to data from a
real or simulated population to predict what
will happen to the population in the future.
Evaluate data-based evidence that describes
evolutionary changes in the genetic makeup
of a population over time.
Connect evolutionary changes in a population
over time to a change in the environment.
Use data from mathematical models based
on the Hardy-Weinberg equilibrium to analyze
genetic drift and effects of selection in the
evolution of specific populations.
to answer are included.
Instructional Activity:
Students read the two articles
from Science about genetic
variants/kidney
disease/Trypanosoma. They
then answer the following
question either in writing or class
discussion: How does the
information apply to the study of
population genetics and support
the concept of continuing
evolution by natural selection?
Instructional Activity:
Provided with data from real or
simulated populations, students
apply the Hardy-Weinberg
mathematical model to
determine if selection is
occurring. If it is determined that
the populations are not in H-W
equilibrium, students should
describe possible reasons for
the deviation(s).
Instructional Activity:
AP Biology Investigation 1:
Artificial Selection. Using
Wisconsin Fast Plants, students
Assessment
Check
Points
observations of
Charles Darwin
as well as Peter
and Rosemary
Grant regarding
differences in
beak sizes and,
thus, supports
evolution by
natural
selection.
Then, in small
groups,
students share
and discuss
their
explanations.
Summative
Assessment:
Thirty-minute
quiz consisting
of 10 multiplechoice
questions and
two short freeresponse
questions
based on (1)
the application
o the Hardy-
BIOLOGY AP
31
Unit of Study: Unit 5: Evolution (Allow approximately 6 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Justify data from mathematical models based
on the Hardy-Weinberg equilibrium to analyze
genetic drift and the effects of selection in
the evolution of specific populations.
explore evolution by conducting
an artificial selection
investigation. Students then can
apply principles to determine if
extreme selection can change
expression of a quantitative
trait.
5.1.12.B.4 Develop quality
controls to examine data sets
and to examine evidence as
a means of generating and
reviewing explanations.
Punctuated Equilibrium
5.1.12.C.1 Reflect on and
revise understandings a new
evidence emerges.
Phylogeny & systematics:
cladistics analysis
5.1.12.C.2 Use data
representations and new
models to revise predictions
and explanations.
5.1.12.C.3 Consider
alternative theories to
interpret and evaluate
evidence based arguments.
5.1.12.D.1 Engage in multiple
forms of discussion in order
to process, make sense of,
and learn from others’ ideas,
observations, and
experiences.
5.1.12.D.2 Represent ideas
using literal representations,
such as graphs, tables,
Instructional Actions
Evidence for evolution
(molecular analyses &
morphological analyses
Evolution of populations;
mechanisms
Hardy-Weinberg’s
Microevolution calculations
including various scenarios
and problems
Differential reproductive
success.
Mechanisms of Natural
Selection.
Use of bioinformatics such
widely used tools on
NCBI’s server: (BLASTn,
BLASTx, BLASTp) to
analyze genomes.
Comparing & discussing
genomic sequences in
Use theories and models to make scientific
claims and/or predictions about the effects of
variation within populations on survival and
fitness.
Make predictions about the effects of genetic
drift, migration, and artificial selection on the
genetic makeup of a population.
Evaluate evidence provided by data from
many scientific disciplines to support
biological evolution.
Refine evidence based on data from many
scientific disciplines that support biological
evolution.
Design a plan to answer scientific questions
regarding how organisms have changed over
time using information from morphology,
biochemistry, and geology.
Connect scientific evidence from many
scientific disciplines to support the modern
concept of evolution.
Instructional Activity:
Students read the two articles
from Science about genetic
variants/kidney
disease/Trypanosoma. They
then answer the following
question either in writing or
class discussion: How does the
information apply to the study of
population genetics and support
the concept of continuing
evolution by natural
selection?
Instructional Activity:
Provided with data from real or
simulated populations, students
apply the Hardy-Weinberg
mathematical model to
determine if selection is
occurring. If it is determined that
the populations are not in H-W
Assessment
Check
Points
Weinberg
equation and
(2) evidence for
evolution by
natural
selection within
a
population(s).
Formative
Assessment:
Provided with a
data table
identifying
shared
characteristics
among a group
of organisms,
students
construct a
phylogenetic
tree or
cladogram to
reflect the
evolutionary
history of the
group. Students
then share the
cladogram with
peers for review
BIOLOGY AP
32
Unit of Study: Unit 5: Evolution (Allow approximately 6 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how
to use scientific tools and
instruments and knowledge
of how to handle animals with
respect for their safety and
welfare.
5.2.12.A.4 Explain how the
properties of isotopes,
including half-lives, decay
modes, and nuclear
resonances, lead to useful
applications of isotopes.
5.3.12.E.1 Account for the
appearance of a novel trait
that arose in a given
population.
5.3.12.E.2 Estimate how
closely related species are,
based on scientific evidence
(e.g., anatomical similarities,
similarities of DNA bas and/or
amino acid sequence).
5.3.12.E.3 Provide a
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
relation to evolution
Natural selection acts on
phenotypic variations in
populations.
Evolutionary change is also
driven by random
processes.
Biological evolution is
supported by scientific
evidence from many
disciplines, including
mathematics.
Organisms share many
conserved core processes
and features that evolved
and are widely distributed
among organisms today.
Construct and/or justify mathematical
models, diagrams, or simulations that
represent processes of biological evolution.
equilibrium, students should
describe possible reasons for
the deviation(s).
Pose scientific questions about a group of
organisms whose relatedness is described by
a phylogenetic tree or cladogram in order to
(1) identify shared characteristics, (2) make
inferences about the evolutionary history of
the group, and (3) identify character data that
could extend or improve the phylogenetic
tree.
Instructional Activity:
“Tree Thinking.” An inquirybased, investigative set of
activities that introduces
students to cladogram and
phylogenetic tree construction
and then asks them to apply
systematics and biotechnology
to a forensic study.
Construct explanations based on scientific
evidence that homeostatic mechanisms
reflect continuity due to common ancestry
and/or divergence due to adaptation in
different environments.
Analyze data related to questions of
speciation and extinction throughout the
Earth’s history.
Phylogenetic trees and
cladograms are graphical
representations (models) of
evolutionary history that
can be tested.
Design a plan for collecting data to
investigate the scientific claim that speciation
and extinction have occurred throughout the
Earth's history.
Speciation and extinction
have occurred throughout
Use data from a real or simulated
population(s), based on graphs or models
Instructional Activity:
AP Biology Investigation 3:
Comparing DNA Sequences to
Understand Evolutionary
Relationships with BLAST.
Students use BLAST to
compare several genes from
different organisms and then
use the information to construct
a cladogram to visualize
evolutionary relatedness among
species. This lab introduces
students to methods of
bioinformatics with many
applications, including to
Assessment
Check
Points
and revision.
Formative
Assessment:
Beginning with
an extant,
familiar
species,
students
imagine its
evolution to a
new species
and create a
mini-poster
showing their
ideas. They
should include
at least five
intermediate
stages that
reflect concepts
of speciation
explored in
class. Students
then share the
posters with
peers for
review,
discussion, and
revision.
BIOLOGY AP
33
Unit of Study: Unit 5: Evolution (Allow approximately 6 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
scientific explanation for the
history of life on Earth using
scientific evidence (e.g.,
fossil record, DNA, protein
structures, etc.).
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
the Earth’s history.
Speciation may occur when
two populations become
reproductively isolated from
each other.
5.3.12.E.4 Account for the
evolution of a species by
citing specific evidence of
biological mechanisms.
Populations of organisms
continue to evolve.
5.4.12.B.3 Account for the
evolution of species by citing
specific absolute-dating
evidence of fossil samples.
There are several
hypotheses about the
natural origin of life on
Earth, each with
supporting scientific
evidence.
Scientific evidence from
many different disciplines
supports models of the
origin of life.
of types of selection, to predict what will
happen to the population in the future.
Justify the selection of data that addresses
questions related to reproductive isolation
and speciation.
Describe speciation in an isolated population
and connect it to change in gene frequency,
change in environment, natural selection,
and/or genetic drift.
Describe a model that represents evolution
within a population.
Evaluate given data sets that illustrate
evolution as an ongoing process.
better understand genetic
disease. This lab is student
directed and teacher facilitated.
Instructional Activity:
Students conduct online
research to identify examples of
recent or ongoing speciation
events and prepare a poster or
PowerPoint slide(s) to share
their speciation event with the
class for discussion.
Instructional Activity:
Back to the Birds. Students
make predictions about what
the data might reflect
and what conclusions might be
drawn about natural selection
and evolution if researchers
were to visit the Galapagos
Islands today and reexamine
beak sizes in finches.
May include but are not limited
to:
Text-Campbell and Reese
Chapter 22: “Descent
Assessment
Check
Points
Summative
Assessment:
One-hour test
consisting of
20–25 multiplechoice
questions, two
short-response
questions, and
one longresponse
question
drawing from
data pertaining
to evidence
supporting
natural
selection and
evolution.
BIOLOGY AP
34
Unit of Study: Unit 5: Evolution (Allow approximately 6 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check
Points
with Modification: A
Darwinian View of Life”
Chapter 23: “The
Evolution of
Populations”
Chapter 24: “The Origin
of Populations”
Chapter 25: “Phylogeny
and Systematics”
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
AP Biology Investigative Labs: An Inquiry-Based Approach. New York: The College Board,
2012.
AP Biology Lab Manual. New York: The College Board, 2001.
Campbell, Neil A., and Jane B. Reece. Biology. 7th ed. San Francisco: Pearson Benjamin
Cummings, 2005.
Instructional Adjustments: Modifications,
student difficulties, possible misunderstandings
Bioinformatics: Because modern Bioinformatics
relies on a dynamic set of data, it is important that
the instructor in able to respond to changes as
www.NCBI.org changes. Things like search
strings, representative data, BLAST hits, and
alignments of DNA or protein hits change as
scientists throughout the world make new
discoveries.
BIOLOGY AP
35
Unit of Study: Unit 6: Biodiversity and Ecology (Allow approximately 10 Weeks)
Targeted State Standards: 5.1 Science Practices, 5.3 Life Science
Unit Objectives/Enduring Understandings: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic
homeostasis. Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. Cells
communicate by generating, transmitting and receiving chemical signals. Transmission of information results in changes within and between biological
systems. Interactions within biological systems lead to complex properties. Competition and cooperation are important aspects of biological systems.
Naturally occurring diversity among and between components within biological systems affects interactions with the environment.
Essential Questions: How are growth and homeostasis of a biological system influenced by the system’s environment? How do interactions among
living systems and with their environment result in the movement of matter and energy? How do interactions between and within populations influence
patterns of species distribution and abundance? How does human activity affect the biodiversity of ecosystems?
Unit Assessment: The student can use representations and models to communicate scientific phenomena and solve scientific problems. The student
can use mathematics appropriately. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP
course. The student can plan and implement data collection strategies appropriate to a particular scientific question. The student can perform data analysis
and evaluation of evidence. The student can work with scientific explanations and theories. The student is able to connect and relate knowledge across
various scales, concepts and representations in and across domains.
Core Content
Cumulative Progress
Indicators
5.1.12.A.1 Refine
interrelationships among
concepts and patterns of
evidence found in different
central scientific
explanations.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary
Connections
Instructional Activity:
Provided with a list of terms,
definitions, and descriptions
of processes, students
construct a concept map of
conditions on the early
Earth that
How early earth and its
conditions may have helped
the origin of life on earth.
Evolution of prokaryotes &
eukaryotes, specifically
chemoautotrophism and the
Describe a scientific hypothesis about the
origin of life on Earth.
Evaluate scientific questions based on
hypotheses about the origin of life on Earth.
Describe the reasons for revisions of scientific
Assessment
Check
Points
Formative
Assessment:
Working with a
partner or small
group, students
compose
responses to
BIOLOGY AP
36
Unit of Study: Unit 6: Biodiversity and Ecology (Allow approximately 10 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
5.1.12.A.2 Develop and use
mathematical, physical, and
computational tools to build
evidence-based models and
to pose theories.
5.1.12.A.3 Use scientific
principles and theories to
build and refine standards for
data collection, posing
controls, and presenting
evidence.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary
Connections
Support scientific
hypotheses about the origin
of life-forms.
“oxygen revolution”
(photoautotrophism).
Theories of how macromolecules joined to support
origin of life
RNA as 1st genetic
material; RNA as a
Ribozyme
hypotheses about the origin of life on Earth.
Evaluate scientific hypotheses about the
origin of life on Earth.
Evaluate the accuracy and legitimacy of data
to answer scientific questions about the
origin of life on Earth.
Age of earth
Justify the selection of geological, physical,
and chemical data that reveal early Earth
conditions.
5.1.12.B.1 Design
investigations, collect
evidence, analyze data, and
evaluate evidence to
determine measures of
central tendencies,
causal/correlational
relationships, and anomalous
data.
Transposons and
Retrotransposons
Construct an explanation of how viruses
introduce genetic variation in host organisms.
Intergenic DNA: How
mechanisms have
increased and/or changed
intergenic DNA throughout
the evolution of life forms in
the natural world.
Use representations and appropriate models
to describe how viral replication introduces
genetic variation in the viral population.
5.1.12.B.2 Build, refine, and
represent evidence-based
models using
mathematical, physical, and
computational tools.
Negative Feedback in cells,
organ systems.
Positive Feedback in cells,
organ systems.
Connect how organisms use negative
feedback to maintain their internal
environments.
Evaluate data that show the effect(s) of
changes in concentrations of key molecules
on negative feedback mechanisms.
Make predictions about how organisms use
Instructional Activity:
“The Donor’s Dilemma.”
Students engage in an
inquiry-based, investigative
set of activities that explore
the transmission of West
Nile virus with an
application to genetic
engineering techniques.
Instructional Activity:
Students list and describe
characteristics that viruses
share with living
organisms and then provide
evidence for why viruses do
not fit our usual definition of
life. Students share answers
with peers.
Instructional Activity:
Students work through
Activity 45.1 in the Heitz and
Giffen workbook to
Assessment
Check
Points
the following
questions and
then share and
explain their
answers with
the entire
class for
feedback:
While there are
many different
antibiotics for
treating
bacterial
infections, there
are relatively
few drugs
available to
treat viral
infections. Why
are anti-viral
drugs difficult to
manufacture?
How do viruses
differ from
bacteria?
Formative
Assessment:
Students create
BIOLOGY AP
37
Unit of Study: Unit 6: Biodiversity and Ecology (Allow approximately 10 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
5.1.12.B.3 Revise predictions
and explanations using
evidence, and connect
explanations/arguments to
establish scientific knowledge,
models and theories.
Hormonal control of the
major organs systems in
humans.
5.1.12.B.4 Develop quality
controls to examine data sets
and to examine evidence as a
means of generating and
reviewing explanations.
How plants colonized land
5.1.12.C.1 Reflect on and
revise understandings a new
evidence emerges.
5.1.12.C.2 Use data
representations and new
models to revise predictions
and explanations.
5.1.12.C.3 Consider
alternative theories to interpret
and evaluate evidence based
arguments.
5.1.12.D.1 Engage in multiple
forms of discussion in order to
process, make sense of, and
learn from others’ ideas,
Instructional Actions
Organization of life on
earth.
Evolution of seed plants
Structure, growth &
development
Plants responses to internal
& external stimuli
Plant nutrition
Angiosperm Reproduction
Characteristics (body plans
& systems) of invertebrates
as one ascends up the
phylogenetic tree
Anatomical principles of the
major plant and animal
phyla
Analysis of structure &
function of major body
negative feedback mechanisms to maintain
their internal environments.
Make predictions about how positive
feedback mechanisms amplify activities and
processes in organisms based on scientific
theories and models.
Justify that positive feedback mechanisms
amplify responses in organisms.
Justify the selection of the kind of data
needed to answer scientific questions about
the relevant mechanism that organisms
use to respond to changes in their external
environment.
Design a plan for collecting data to support
the scientific claim that the timing and
coordination of physiological events involve
regulation.
Justify scientific claims with evidence
to show how timing and coordination of
physiological events involve regulation.
Use representations or models to analyze
quantitatively and qualitatively the effects
of disruptions to dynamic homeostasis in
biological systems.
investigate the questions,
How do hormones regulate
cell functions? What is the
link between hormone
activity and cellular
response?
Instructional Activity:
Based on an example of
phenomena described in
lecture, students design a
plan for collecting data to
support the claim that the
timing and coordination of
physiological events involve
regulation.
Instructional Activity:
Earth has seen its share of
recent environmental
disasters, including
hurricanes, floods, drought,
wildfires, oil spills,
earthquakes, tsunamis, and
disease epidemics. Students
investigate the short-term
and long-term effects of two
of these types of disruptions
to populations or
ecosystems. Students
then present the results of
Assessment
Check
Points
a visual
representation to
illustrate the
regulation of
blood
sugar levels,
growth spurts in
teenagers, and
events
associated with
labor
and childbirth.
Students then
explain how
disruptions to
these regulatory
processes (e.g.,
failure to
produce insulin)
affect
homeostasis in
the organism.
I provide verbal
and/or written
feedback to
each student
regarding their
visual
representation
and explanation.
BIOLOGY AP
38
Unit of Study: Unit 6: Biodiversity and Ecology (Allow approximately 10 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
observations, and
experiences.
5.1.12.D.2 Represent ideas
using literal representations,
such as graphs, tables,
journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how
to use scientific tools and
instruments and knowledge of
how to handle animals with
respect for their safety and
welfare.
5.3.12.A.6 Describe how a
disease is the result of a
malfunctioning system, organ,
and cell, and relate this to
possible treatment
interventions (e.g., diabetes,
cystic fibrosis, lactose
intolerance).
5.3.12.B.1 Cite evidence that
the transfer and
transformation of matter and
energy links organisms to one
another and to their physical
setting.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
systems; Digestive, Circulatory, Respiratory, Excretory,
Endocrine, Nervous,
Muscular Systems
Interrelationships of the
organ systems: Digestive,
Circulatory, Respiratory,
Excretory, Endocrine,
Nervous, Muscular Systems
Ecological interactions- biotic
vs. abiotic
Behavioral ecology-natural
selection involvement
Population dynamics- growth
& its regulations
Communities & Ecosystems
energy levels & flows, cycles,
symbiosis & impact on evolution
Positive & negative human
influences on environments
The subcomponents of
biological molecules and
their sequence determine the
properties of that molecule.
Explain how the distribution of ecosystems
changes over time by identifying large-scale
events that have resulted in these changes in
the past.
Analyze data to identify phylogenetic patterns
or relationships, showing that homeostatic
mechanisms reflect both continuity due
to common ancestry and change due to
evolution in different environments.
Connect differences in the environment with
the evolution of homeostatic mechanisms.
Refine scientific models and questions about
the effect of complex biotic and abiotic
interactions on all biological systems,
from cells and organisms to populations,
communities, and ecosystems.
Design a plan for collecting data to show
that all biological systems (cells, organisms,
populations, communities, and ecosystems)
are affected by complex biotic and abiotic
interactions.
Analyze data to identify possible patterns
and relationships between a biotic or
abiotic factor and a biological system (cells,
organisms, populations, communities, or
ecosystems).
their investigations in the
form of a mini-poster.
Instructional Activity:
Students create a miniposter to compare, contrast,
and analyze one
physiological process in
three different organisms
from three different
environments (e.g.,
osmoregulatory mechanisms
in marine fish, desert
reptiles, and tropical plants).
Instructional Activity:
For five different terrestrial or
aquatic biomes, students
create a visual
representation to describe
each biome and factors that
affect its climate. Then
they explain unique
adaptations for one plant and
one animal in each biome
that help those plants and
animals survive.
Instructional Activity:
Students use a basic
mathematical model to study
disease in an
Assessment
Check
Points
This
assessment
informs my
decisions about
next
instructional
steps.
Summative
Assessment:
One-hour test
consisting of 20
multiple-choice
questions, two
to three
short-response
questions, and
one long freeresponse
question
consisting of
scenario and
data analysis
based on
homeostasis
and regulatory
mechanisms
in biological
systems, from
cells to
ecosystems.
BIOLOGY AP
39
Unit of Study: Unit 6: Biodiversity and Ecology (Allow approximately 10 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
5.3.12.B.3 Predict what would
happen to an ecosystem if an
energy source was removed.
5.3.12.C.1 Analyze the
interrelationships and
interdependencies among
different organisms, and
explain how these
relationships contribute to the
stability of the ecosystem.
5.3.12.C.2 Model how natural
and human-made changes in
the environment will affect
individual organisms and the
dynamics of populations.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
The structure and function of
subcellular components, and
their interactions, provide
essential cellular processes.
Justify scientific claims, using evidence, to
describe how timing and coordination of
behavioral events in organisms are regulated
by several mechanisms.
Interactions between
external stimuli and regulated
gene expression result in
specialization of cells, tissues
and organs.
Connect concepts in and across domain(s)
to predict how environmental factors affect
responses to information and change
behavior.
Organisms exhibit complex
properties due to interactions
between their constituent
parts.
Communities are composed
of populations of organisms
that interact in complex
ways.
Interactions among living
systems and with their
environment result in the
movement of matter and
energy.
Analyze data that indicate how organisms
exchange information in response to internal
changes and external cues, and which can
change behavior.
Create a representation that describes how
organisms exchange information in response
to internal changes and external cues, and
which can result in changes in behavior.
Describe how organisms exchange
information in response to internal changes or
environmental cues.
Create representations and models to
describe immune responses.
Interactions between
molecules affect their
structure and function.
Create representations or models to describe
nonspecific immune defenses in plants and
animals.
Cooperative interactions
Construct an explanation, based on scientific
Idealized population of
rabbits. The SIR (susceptible,
infected, and recovered)
model
allows students to investigate
the mechanisms of
transmission and predictions
about future outbreaks of
infectious diseases.
Instructional Activity:
AP Biology Investigation 11:
Transpiration. Students
design and conduct
experiments to investigate the
effects of environmental
variables on transpiration
rates. This lab requires
minimal teacher facilitation
and is student directed and
inquiry based.
Instructional Activity:
Students work through
Activity 51.1 in the Heitz and
Giffen workbook to
investigate the question,
What determines behavior?
The scenarios in the activity
help students differentiate
between proximate and
Assessment
Check
Points
Formative
Assessment:
Provided with a
data table
reflecting the
results of an
experiment
investigating the
effect of a biotic
or abiotic factor
on transpiration
in plants,
students graph
the data and
draw
conclusions.
Students work
in teams and
present their
conclusions to
the class in the
form of a miniposter for
review and
discussion.
Formative
Assessment:
Don’t Eat Fugu:
Understanding
the Neuron.
Students create
BIOLOGY AP
40
Unit of Study: Unit 6: Biodiversity and Ecology (Allow approximately 10 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
within organisms promote
efficiency in the use of
energy and matter.
Interactions between and
within populations influence
patterns of species
distribution and
abundance.
Distribution of local and
global ecosystems changes
over time.
Variation in molecular units
provides cells with a wider
range of functions.
Environmental factors
influence the expression of
the genotype in an
organism.
The level of variation in a
population affects
population dynamics.
The diversity of species
within an ecosystem may
influence the stability of the
ecosystem.
theories and models, about how nervous
systems detect external and internal signals,
transmit and integrate information, and
produce responses.
Describe how nervous systems detect
external and internal signals.
Describe how nervous systems transmit
information.
Describe how the vertebrate brain integrates
information to produce a response.
Create a visual representation of complex
nervous systems to describe/explain how
these systems detect external and internal
signals, transmit and integrate information,
and produce responses.
Create a visual representation to describe
how nervous systems detect external and
internal signals.
Create a visual representation to describe
how nervous systems transmit information.
Create a visual representation to describe
how the vertebrate brain integrates
information to produce a response.
Evaluate scientific questions concerning
organisms that exhibit complex properties
ultimate causations of
behavior in a variety of
organisms.
Instructional Activity:
AP Biology Investigation 12:
Fruit Fly Behavior. Students
use choice chambers to
explore behaviors that
underlie chemotaxis. This lab
is student directed and
teacher facilitated.
Instructional Activity:
Seals of La Jolla Field Study.
Students design and conduct
a field study in animal
behavior and/or interactions
between seals and biotic or
abiotic factors based on
observations of a colony of
harbor seals off the coast of
San Diego.
Instructional Activity:
Students create a mini-poster
to compare non-specific
defense systems in plants
and animals.
Instructional Activity:
Students work through
activity 43.1 in the Heitz and
Assessment
Check
Points
a model of a
neuron to
explain how the
vertebrate
nervous system
detects signals
and transmits
information.
(Students
should use the
clips from
Stimulus
Response for
inspiration.)
Students use
the model to
predict how
abnormal cell
structure, drugs,
and toxins can
affect impulse
transmission.
Students should
explain the
differences in
nervous system
physiology in
two different
animal phyla.
They present
their models to
the class for
discussion and
BIOLOGY AP
41
Unit of Study: Unit 6: Biodiversity and Ecology (Allow approximately 10 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
due to the interaction of their constituent
parts.
Predict the effects of a change in a
component(s) of a biological system on the
functionality of an organism(s).
Refine representations and models to
illustrate biocomplexity due to interactions of
the constituent parts.
Justify the selection of the kind of data
needed to answer scientific questions
about the interaction of populations within
communities.
Apply mathematical routines to quantities
that describe communities composed of
populations of organisms that interact in
complex ways.
Predict the effects of a change in the
community’s populations on the community.
Predict the effects of a change of matter or
energy availability on communities.
Use data analysis to refine observations
and measurements regarding the effect of
population interactions on patterns of species
distribution and abundance.
Giffen workbook to investigate
the question, How does the
immune system keep the body
free of pathogens? Students
develop a dynamic model (or
Rube Goldberg cartoon-type
diagram) to demonstrate how
components of the animal
immune system
interact.
Instructional Activity:
ABO-Rh Blood Typing. Students
use simulated blood and sera to
investigate the relationship
between antigens and
antibodies.
Instructional Activity:
“Shh: Silencing the Hedgehog
Pathway,” Part IV. An inquirybased set of activities that asks
students to investigate the role
of hedgehog antibodies in
chemotherapy. The activity
supplements exploration of the
immune system.
Instructional Activity:
Students conduct an online
investigation of the
Assessment
Check
Points
peer feedback.
Summative
Assessment:
One-hour exam
consisting of 20
multiple-choice
questions, two
to three
short-response
questions, and
one longresponse with
emphasis on
behavior
defense,
response
mechanisms,
quantitative
skills, and data
analysis.
Formative
Assessment:
The Fox and
the Chicken.
Working in
small teams,
students thinkpair-share
a solution to the
BIOLOGY AP
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Unit of Study: Unit 6: Biodiversity and Ecology (Allow approximately 10 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Predict consequences of human actions on
both local and global ecosystems.
Make scientific claims and predictions about
how species diversity within an ecosystem
influences ecosystem stability.
relationship(s) between two
vertebrate organ systems (e.g.,
circulatory and respiratory)
and/or between two
plant systems (e.g., leaves and
roots). They then explain how a
change in one
system can affect the other.
Students create mini-posters to
share results.
Instructional Activity:
Students work through activity
53.1 in the Heitz and Giffen
workbook
to investigate the methods that
scientists use to determine
population density and
distribution. Students apply
quantitative skills to determine
the
composition of populations.
Instructional Activity:
Students work through activity
53.2 in the Heitz and Giffen
workbook to explore models
that scientists use to calculate
population growth rates.
Students apply the growth
model dN/dt=rN to several
Assessment
Check
Points
following
question: When
stranded on a
space ship, in
what
sequence
would you
consume your
cargo — a red
fox, 10 kg of
corn, and two
chickens (a hen
and a rooster)
— to ensure
the best chance
of surviving
until
help arrives?
Students share
their answers
with other
groups, and
then the
class as a
whole
determines the
best possible
solution to the
problem.
Formative
BIOLOGY AP
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Unit of Study: Unit 6: Biodiversity and Ecology (Allow approximately 10 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
different populations.
Instructional Activity:
Introducing a new species into a
community can have a number
of possible effects. Students
design an experiment to predict
some of these effects that
should be conducted before the
importation of the non-native
species.
May include but are not limited
to:
Text-Campbell and Reese
Chapter 18: “The
Genetics of Viruses and
Bacteria”
Chapter 26: “The Tree
of Life: An Introduction
to Biological Diversity”
Chapter 27:
“Prokaryotes”
Chapter 28: “Protists”
Chapter 29: “Plant
Diversity I”
Chapter 30: “Plant
Diversity II: The
Evolution of Seed
Plants”
Chapter 31: “Fungus”
Assessment
Check
Points
Assessment:
An ecosystem
consists of
earthworms,
heterotrophic
soil bacteria,
grass,
deer, beetles,
and a lion.
Students create
mini-posters to
describe the
trophic
structure of the
ecosystem,
how each
organism
receives inputs
of energy and
nutrients,
where outputs
(e.g., wastes)
go, and the
effect(s) each
organism has
on the others.
Students
should include
all energy
transformations
and transfers
based on the
BIOLOGY AP
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Unit of Study: Unit 6: Biodiversity and Ecology (Allow approximately 10 Weeks)(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Chapter 32: “Animal
Diversity”
Chapter 33:
“Invertebrates”
Chapter 34:
“Vertebrates”
Chapter 35: “Plant
Structure, Growth and
Development”
Chapter 36: “Transport
in Vascular Plants”
Chapter 37: “Plant
Nutrition”
Chapter 38:
“Angiosperm
Reproduction and
Biotechnology”
Chapter 39: “Plant
Responses to Internal
and External Signals”
Chapter 40: “Basic
Principles of animal
Form and Function”
Chapter 41: “Animal
Nutrition”
Chapter 42: “Circulation
and Gas Exchange”
Chapter 43: “The
Immune System”
Chapter 44:
“Osmoregulation and
Assessment
Check
Points
hypothetical
assumption that
9,500 J of net
energy is
available at
the producer
level. Students
then present
and explain
their
descriptions to
the
class for peer
feedback.
Summative
Assessment:
One-hour exam
consisting of 25
multiple-choice
questions, two
to three short
free-response
questions, and
one long freeresponse
question based
on a
scenario and
data analysis
with
application of
BIOLOGY AP
45
Unit of Study: Unit 6: Biodiversity and Ecology (Allow approximately 10 Weeks(con’t)
Core Content
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Excretion”
Chapter 45: “Hormones
and the Endocrine
System”
Chapter 46
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Assessment
Check
Points
quantitative
skills and
science
practices.
Instructional Adjustments: Modifications,
student difficulties, possible misunderstandings
AP Biology Investigative Labs: An Inquiry-Based Approach. New York: The College Board,
2012.
AP Biology Lab Manual. New York: The College Board, 2001.
Campbell, Neil A., and Jane B. Reece. Biology. 7th ed. San Francisco: Pearson Benjamin
Cummings, 2005.
BIOLOGY AP
Appendix A
2009 New Jersey Core Curriculum Content Standards - Science
Content Area
Standard
Strand
By the
end of
grade
P
4
4
4
8
Science
5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
A. Understand Scientific Explanations : Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Who, what, when, where, why,
and how questions form the basis
for young learners’ investigations
during sensory explorations,
experimentation, and focused
inquiry.
Fundamental scientific concepts
and principles and the links
between them are more useful
than discrete facts.
Connections developed between
fundamental concepts are used to
explain, interpret, build, and
refine explanations, models, and
theories.
Outcomes of investigations are
used to build and refine
questions, models, and
explanations.
Core scientific concepts and
principles represent the
5.1.P.A.1
Display curiosity about science objects, materials,
activities, and longer-term investigations in progress.
5.1.4.A.1
Demonstrate understanding of the interrelationships
among fundamental concepts in the physical, life, and
Earth systems sciences.
5.1.4.A.2
Use outcomes of investigations to build and refine
questions, models, and explanations.
5.1.4.A.3
Use scientific facts, measurements, observations, and
patterns in nature to build and critique scientific
arguments.
5.1.8.A.1
Demonstrate understanding and use interrelationships
among central scientific concepts to revise explanations
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Appendix A
conceptual basis for modeland to consider alternative explanations.
building and facilitate the
generation of new and productive
questions.
Results of observation and
5.1.8.A.2 Use mathematical, physical, and computational tools to
measurement can be used to
build conceptual-based models and to pose theories.
build conceptual-based models
and to search for core
explanations.
Predictions and explanations are
5.1.8.A.3 Use scientific principles and models to frame and
revised based on systematic
synthesize scientific arguments and pose theories.
observations, accurate
measurements, and structured
data/evidence.
Mathematical, physical, and
5.1.12.A.1 Refine interrelationships among concepts and patterns of
computational tools are used to
evidence found in different central scientific
search for and explain core
explanations.
scientific concepts and principles.
Interpretation and manipulation
5.1.12.A.2 Develop and use mathematical, physical, and
of evidence-based models are
computational tools to build evidence-based models and
used to build and critique
to pose theories.
arguments/explanations.
Revisions of predictions and
5.1.12.A.3 Use scientific principles and theories to build and refine
explanations are based on
standards for data collection, posing controls, and
systematic observations,
presenting evidence.
accurate measurements, and
structured data/evidence.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
P
P
4
4
4
4
Appendix A
Science
5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
B. Generate Scientific Evidence Through Active Investigations : Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
Content Statement
CPI#
Observations and investigations
form young learners’
understandings of science
concepts.
5.1.P.B.1
Experiments and explorations
provide opportunities for young
learners to use science
vocabulary and scientific terms.
Experiments and explorations
give young learners opportunities
to use science tools and
technology.
Building and refining models and
explanations requires generation
and evaluation of evidence.
Tools and technology are used to
gather, analyze, and
communicate results.
Evidence is used to construct and
defend arguments.
Reasoning is used to support
5.1.P.B.2
Cumulative Progress Indicator (CPI)
Observe, question, predict, and investigate materials,
objects, and phenomena (e.g., using simple tools to
crack a nut and look inside) during indoor and outdoor
classroom activities and during any longer-term
investigations.
Use basic science terms and topic-related science
vocabulary.
5.1.P.B.3
Identify and use basic tools and technology to extend
exploration in conjunction with science investigations.
5.1.4.B.1
Design and follow simple plans using systematic
observations to explore questions and predictions.
5.1.4.B.2
Measure, gather, evaluate, and share evidence using
tools and technologies.
5.1.4.B.3
Formulate explanations from evidence.
5.1.4.B.4
Communicate and justify explanations with reasonable
BIOLOGY AP
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8
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12
12
scientific conclusions.
Evidence is generated and
evaluated as part of building and
refining models and explanations.
Mathematics and technology are
used to gather, analyze, and
communicate results.
Carefully collected evidence is
used to construct and defend
arguments.
Scientific reasoning is used to
support scientific conclusions.
Logically designed investigations
are needed in order to generate
the evidence required to build
and refine models and
explanations.
Mathematical tools and
technology are used to gather,
analyze, and communicate
results.
Empirical evidence is used to
construct and defend arguments.
Scientific reasoning is used to
evaluate and interpret data
patterns and scientific
conclusions.
Appendix A
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
and logical arguments.
Design investigations and use scientific instrumentation
to collect, analyze, and evaluate evidence as part of
building and revising models and explanations.
Gather, evaluate, and represent evidence using scientific
tools, technologies, and computational strategies.
Use qualitative and quantitative evidence to develop
evidence-based arguments.
5.1.8.B.4
Use quality controls to examine data sets and to
examine evidence as a means of generating and
reviewing explanations.
5.1.12.B.1 Design investigations, collect evidence, analyze data,
and evaluate evidence to determine measures of central
tendencies, causal/correlational relationships, and
anomalous data.
5.1.12.B.2 Build, refine, and represent evidence-based models using
mathematical, physical, and computational tools.
5.1.12.B.3 Revise predictions and explanations using evidence, and
connect explanations/arguments to established scientific
knowledge, models, and theories.
5.1.12.B.4 Develop quality controls to examine data sets and to
examine evidence as a means of generating and
reviewing explanations.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
4
4
4
8
8
Appendix A
Science
5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Interacting with peers and adults
to share questions and
explorations about the natural
world builds young learners’
scientific knowledge.
Scientific understanding changes
over time as new evidence and
updated arguments emerge.
Revisions of predictions and
explanations occur when new
arguments emerge that account
more completely for available
evidence.
Scientific knowledge is a
particular kind of knowledge with
its own sources, justifications,
and uncertainties.
Scientific models and
understandings of fundamental
concepts and principles are
refined as new evidence is
considered.
Predictions and explanations are
revised to account more
5.1.P.C.1
Communicate with other children and adults to share
observations, pursue questions, and make predictions
and/or conclusions.
5.1.4.C.1
Monitor and reflect on one’s own knowledge regarding
how ideas change over time.
5.1.4.C.2
Revise predictions or explanations on the basis of
learning new information.
5.1.4.C.3
Present evidence to interpret and/or predict cause-andeffect outcomes of investigations.
5.1.8.C.1
Monitor one’s own thinking as understandings of
scientific concepts are refined.
5.1.8.C.2
Revise predictions or explanations on the basis of
discovering new evidence, learning new information, or
BIOLOGY AP
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12
12
Appendix A
completely for available evidence.
using models.
Science is a practice in which an
5.1.8.C.3 Generate new and productive questions to evaluate and
established body of knowledge is
refine core explanations.
continually revised, refined, and
extended.
Refinement of understandings,
5.1.12.C.1 Reflect on and revise understandings as new evidence
explanations, and models occurs
emerges.
as new evidence is incorporated.
Data and refined models are used 5.1.12.C.2 Use data representations and new models to revise
to revise predictions and
predictions and explanations.
explanations.
Science is a practice in which an
5.1.12.C.3 Consider alternative theories to interpret and evaluate
established body of knowledge is
evidence-based arguments.
continually revised, refined, and
extended as new evidence
emerges.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
4
4
4
Appendix A
Science
5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
D. Participate Productively in Science : The growth of scientific knowledge involves critique
and communication, which aresocial practices that are governed by a core set of values and
norms.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Science practices include drawing
or “writing” on observation
clipboards, making rubbings, or
charting the growth of plants.
Science has unique norms for
participation. These include
adopting a critical stance,
demonstrating a willingness to
ask questions and seek help, and
developing a sense of trust and
skepticism.
In order to determine which
arguments and explanations are
most persuasive, communities of
learners work collaboratively to
pose, refine, and evaluate
questions, investigations,
models, and theories (e.g.,
scientific argumentation and
representation).
Instruments of measurement can
be used to safely gather accurate
information for making scientific
5.1.P.D.1
Represent observations and work through drawing,
recording data, and “writing.”
5.1.4.D.1
Actively participate in discussions about student data,
questions, and understandings.
5.1.4.D.2
Work collaboratively to pose, refine, and evaluate
questions, investigations, models, and theories.
5.1.4.D.3
Demonstrate how to safely use tools, instruments, and
supplies.
BIOLOGY AP
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8
8
8
12
12
12
Appendix A
comparisons of objects and
events.
Organisms are treated humanely, 5.1.4.D.4 Handle and treat organisms humanely, responsibly, and
responsibly, and ethically.
ethically.
Science involves practicing
5.1.8.D.1 Engage in multiple forms of discussion in order to
productive social interactions
process, make sense of, and learn from others’ ideas,
with peers, such as partner talk,
observations, and experiences.
whole-group discussions, and
small-group work.
In order to determine which
5.1.8.D.2 Engage in productive scientific discussion practices
arguments and explanations are
during conversations with peers, both face-to-face and
most persuasive, communities of
virtually, in the context of scientific investigations and
learners work collaboratively to
model-building.
pose, refine, and evaluate
questions, investigations,
models, and theories (e.g.,
argumentation, representation,
visualization, etc.).
Instruments of measurement can 5.1.8.D.3 Demonstrate how to safely use tools, instruments, and
be used to safely gather accurate
supplies.
information for making scientific
comparisons of objects and
events.
Organisms are treated humanely, 5.1.8.D.4 Handle and treat organisms humanely, responsibly, and
responsibly, and ethically.
ethically.
Science involves practicing
5.1.12.D.1 Engage in multiple forms of discussion in order to
productive social interactions
process, make sense of, and learn from others’ ideas,
with peers, such as partner talk,
observations, and experiences.
whole-group discussions, and
small-group work.
Science involves using language, 5.1.12.D.2 Represent ideas using literal representations, such as
both oral and written, as a tool
graphs, tables, journals, concept maps, and diagrams.
for making thinking public.
Ensure that instruments and
5.1.12.D.3 Demonstrate how to use scientific tools and instruments
BIOLOGY AP
specimens are properly cared for
and that animals, when used, are
treated humanely, responsibly,
and ethically.
Appendix A
and knowledge of how to handle animals with respect for
their safety and welfare.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
2
2
4
Appendix A
Science
5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making
sense of phenomena in physical, living, and Earth systems science.
A. Properties of Matter : All objects and substances in the natural world are composed of
matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Observations and investigations
form a basis for young learners’
understanding of the properties
of matter.
5.2.P.A.1
Living and nonliving things are
made of parts and can be
described in terms of the
materials of which they are made
and their physical properties.
Matter exists in several different
states; the most commonly
encountered are solids, liquids,
and gases. Liquids take the shape
of the part of the container they
occupy. Solids retain their shape
regardless of the container they
occupy.
Some objects are composed of a
single substance; others are
composed of more than one
substance.
5.2.2.A.1
Observe, manipulate, sort, and describe objects and
materials (e.g., water, sand, clay, paint, glue, various
types of blocks, collections of objects, simple household
items that can be taken apart, or objects made of wood,
metal, or cloth) in the classroom and outdoor
environment based on size, shape, color, texture, and
weight.
Sort and describe objects based on the materials of
which they are made and their physical properties.
5.2.2.A.2
Identify common objects as solids, liquids, or gases.
5.2.4.A.1
Identify objects that are composed of a single substance
and those that are composed of more than one
substance using simple tools found in the classroom.
BIOLOGY AP
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4
6
6
6
8
8
Each state of matter has unique
properties (e.g., gases can be
compressed, while solids and
liquids cannot; the shape of a
solid is independent of its
container; liquids and gases take
the shape of their containers).
Objects and substances have
properties, such as weight and
volume, that can be measured
using appropriate tools. Unknown
substances can sometimes be
identified by their properties.
Objects vary in the extent to
which they absorb and reflect
light and conduct heat (thermal
energy) and electricity.
The volume of some objects can
be determined using liquid
(water) displacement.
The density of an object can be
determined from its volume and
mass.
Pure substances have
characteristic intrinsic properties,
such as density, solubility, boiling
point, and melting point, all of
which are independent of the
amount of the sample.
All matter is made of atoms.
Matter made of only one type of
atom is called an element.
All substances are composed of
one or more of approximately
100 elements.
Appendix A
5.2.4.A.2
Plan and carry out an investigation to distinguish among
solids, liquids, and gasses.
5.2.4.A.3
Determine the weight and volume of common objects
using appropriate tools.
5.2.4.A.4
Categorize objects based on the ability to absorb or
reflect light and conduct heat or electricity.
5.2.6.A.1
Determine the volume of common objects using water
displacement methods.
5.2.6.A.2
Calculate the density of objects or substances after
determining volume and mass.
5.2.6.A.3
Determine the identity of an unknown substance using
data about intrinsic properties.
5.2.8.A.1
Explain that all matter is made of atoms, and give
examples of common elements.
5.2.8.A.2
Analyze and explain the implications of the statement
“all substances are composed of elements.”
BIOLOGY AP
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8
8
8
8
12
Properties of solids, liquids, and
5.2.8.A.3
gases are explained by a model
of matter as composed of tiny
particles (atoms) in motion.
The Periodic Table organizes the
5.2.8.A.4
elements into families of
elements with similar properties.
Elements are a class of
5.2.8.A.5
substances composed of a single
kind of atom. Compounds are
substances that are chemically
formed and have physical and
chemical properties that differ
from the reacting substances.
Substances are classified
5.2.8.A.6
according to their physical and
chemical properties. Metals are a
class of elements that exhibit
physical properties, such as
conductivity, and chemical
properties, such as producing
salts when combined with
nonmetals.
Substances are classified
5.2.8.A.7
according to their physical and
chemical properties. Acids are a
class of compounds that exhibit
common chemical properties,
including a sour taste,
characteristic color changes with
litmus and other acid/base
indicators, and the tendency to
react with bases to produce a salt
and water.
Electrons, protons, and neutrons 5.2.12.A.1
Appendix A
Use the kinetic molecular model to predict how solids,
liquids, and gases would behave under various physical
circumstances, such as heating or cooling.
Predict the physical and chemical properties of elements
based on their positions on the Periodic Table.
Identify unknown substances based on data regarding
their physical and chemical properties.
Determine whether a substance is a metal or nonmetal
through student-designed investigations.
Determine the relative acidity and reactivity of common
acids, such as vinegar or cream of tartar, through a
variety of student-designed investigations.
Use atomic models to predict the behaviors of atoms in
BIOLOGY AP
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12
12
12
are parts of the atom and have
measurable properties, including
mass and, in the case of protons
and electrons, charge. The nuclei
of atoms are composed of
protons and neutrons. A kind of
force that is only evident at
nuclear distances holds the
particles of the nucleus together
against the electrical repulsion
between the protons.
Differences in the physical
properties of solids, liquids, and
gases are explained by the ways
in which the atoms, ions, or
molecules of the substances are
arranged, and by the strength of
the forces of attraction between
the atoms, ions, or molecules.
In the Periodic Table, elements
are arranged according to the
number of protons (the atomic
number). This organization
illustrates commonality and
patterns of physical and chemical
properties among the elements.
In a neutral atom, the positively
charged nucleus is surrounded by
the same number of negatively
charged electrons. Atoms of an
element whose nuclei have
different numbers of neutrons are
called isotopes.
Solids, liquids, and gases may
dissolve to form solutions. When
Appendix A
interactions.
5.2.12.A.2 Account for the differences in the physical properties of
solids, liquids, and gases.
5.2.12.A.3 Predict the placement of unknown elements on the
Periodic Table based on their physical and chemical
properties.
5.2.12.A.4 Explain how the properties of isotopes, including halflives, decay modes, and nuclear resonances, lead to
useful applications of isotopes.
5.2.12.A.5 Describe the process by which solutes dissolve in
solvents.
BIOLOGY AP
12
Appendix A
combining a solute and solvent to
prepare a solution, exceeding a
particular concentration of solute
will lead to precipitation of the
solute from the solution. Dynamic
equilibrium occurs in saturated
solutions. Concentration of
solutions can be calculated in
terms of molarity, molality, and
percent by mass.
Acids and bases are important in 5.2.12.A.6 Relate the pH scale to the concentrations of various acids
numerous chemical processes
and bases.
that occur around us, from
industrial to biological processes,
from the laboratory to the
environment.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
2
4
6
8
Appendix A
Science
5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making
sense of phenomena in physical, living, and Earth systems science.
B. Changes in Matter : Substances can undergo physical or chemical changes to form new
substances. Each change involves energy.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Observations and investigations
form a basis for young learners’
understanding of changes in
matter.
5.2.P.B.1
Some properties of matter can
change as a result of processes
such as heating and cooling. Not
all materials respond the same
way to these processes.
Many substances can be changed
from one state to another by
heating or cooling.
When a new substance is made
by combining two or more
substances, it has properties that
are different from the original
substances.
When substances undergo
chemical change, the number and
kinds of atoms in the reactants
are the same as the number and
kinds of atoms in the products.
The mass of the reactants is the
5.2.2.B.1
Explore changes in liquids and solids when substances
are combined, heated, or cooled (e.g., mix sand or clay
with various amounts of water; mix different colors of
tempera paints; freeze and melt water and other
liquids).
Generate accurate data and organize arguments to show
that not all substances respond the same way when
heated or cooled, using common materials, such as
shortening or candle wax.
5.2.4.B.1
5.2.6.B.1
5.2.8.B.1
Predict and explain what happens when a common
substance, such as shortening or candle wax, is heated
to melting and then cooled to a solid.
Compare the properties of reactants with the properties
of the products when two or more substances are
combined and react chemically.
Explain, using an understanding of the concept of
chemical change, why the mass of reactants and the
mass of products remain constant.
BIOLOGY AP
8
12
12
12
Appendix A
same as the mass of the
products.
Chemical changes can occur
5.2.8.B.2 Compare and contrast the physical properties of
when two substances, elements,
reactants with products after a chemical reaction, such
or compounds react and produce
as those that occur during photosynthesis and cellular
one or more different substances.
respiration.
The physical and chemical
properties of the products are
different from those of the
reacting substances.
An atom’s electron configuration, 5.2.12.B.1 Model how the outermost electrons determine the
particularly of the outermost
reactivity of elements and the nature of the chemical
electrons, determines how the
bonds they tend to form.
atom interacts with other atoms.
Chemical bonds are the
interactions between atoms that
hold them together in molecules
or between oppositely charged
ions.
A large number of important
5.2.12.B.2 Describe oxidation and reduction reactions, and give
reactions involve the transfer of
examples of oxidation and reduction reactions that have
either electrons or hydrogen ions
an impact on the environment, such as corrosion and the
between reacting ions, molecules,
burning of fuel.
or atoms. In other chemical
reactions, atoms interact with
one another by sharing electrons
to create a bond.
The conservation of atoms in
5.2.12.B.3 Balance chemical equations by applying the law of
chemical reactions leads to the
conservation of mass.
ability to calculate the mass of
products and reactants using the
mole concept.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
2
2
2
4
4
Appendix A
Science
5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making
sense of phenomena in physical, living, and Earth systems science.
C. Forms of Energy : Knowing the characteristics of familiar forms of energy, including potential
and kinetic energy, is useful in coming to the understanding that, for the most part, the natural
world can be explained and is predictable.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Observations and investigations
form a basis for young learners’
understanding of forms of
energy.
5.2.P.C.1
The Sun warms the land, air, and
water.
An object can be seen when light
strikes it and is reflected to a
viewer's eye. If there is no light,
objects cannot be seen.
When light strikes substances
and objects through which it
cannot pass, shadows result.
Heat (thermal energy),
electricity, light, and sound are
forms of energy.
Heat (thermal energy) results
when substances burn, when
certain kinds of materials rub
against each other, and when
electricity flows though wires.
Metals are good conductors of
5.2.2.C.1
Investigate sound, heat, and light energy (e.g., the pitch
and volume of sound made by commercially made and
homemade instruments, looking for shadows on the
playground over time and under different weather
conditions) through one or more of the senses.
Compare, citing evidence, the heating of different
colored objects placed in full sunlight.
Apply a variety of strategies to collect evidence that
validates the principle that if there is no light, objects
cannot be seen.
5.2.2.C.2
5.2.2.C.3
5.2.4.C.1
5.2.4.C.2
Present evidence that represents the relationship
between a light source, solid object, and the resulting
shadow.
Compare various forms of energy as observed in
everyday life and describe their applications.
Compare the flow of heat through metals and nonmetals
by taking and analyzing measurements.
BIOLOGY AP
4
4
6
6
6
8
heat (thermal energy) and
electricity. Increasing the
temperature of any substance
requires the addition of energy.
Energy can be transferred from
one place to another. Heat
energy is transferred from
warmer things to colder things.
Light travels in straight lines.
When light travels from one
substance to another (air and
water), it changes direction.
Light travels in a straight line
until it interacts with an object or
material. Light can be absorbed,
redirected, bounced back, or
allowed to pass through. The
path of reflected or refracted light
can be predicted.
Visible light from the Sun is made
up of a mixture of all colors of
light. To see an object, light
emitted or reflected by that
object must enter the eye.
The transfer of thermal energy by
conduction, convection, and
radiation can produce large-scale
events such as those seen in
weather.
A tiny fraction of the light energy
from the Sun reaches Earth. Light
energy from the Sun is Earth’s
primary source of energy,
heating Earth surfaces and
providing the energy that results
Appendix A
5.2.4.C.3
Draw and label diagrams showing several ways that
energy can be transferred from one place to another.
5.2.4.C.4
Illustrate and explain what happens when light travels
from air into water.
5.2.6.C.1
Predict the path of reflected or refracted light using
reflecting and refracting telescopes as examples.
5.2.6.C.2
Describe how to prisms can be used to demonstrate that
visible light from the Sun is made up of different colors.
5.2.6.C.3
Relate the transfer of heat from oceans and land masses
to the evolution of a hurricane.
5.2.8.C.1
Structure evidence to explain the relatively high
frequency of tornadoes in “Tornado Alley.”
BIOLOGY AP
8
12
12
Appendix A
in wind, ocean currents, and
storms.
Energy is transferred from place
5.2.8.C.2 Model and explain current technologies used to capture
to place. Light energy can be
solar energy for the purposes of converting it to
thought of as traveling in rays.
electrical energy.
Thermal energy travels via
conduction and convection.
Gas particles move independently 5.2.12.C.1 Use the kinetic molecular theory to describe and explain
and are far apart relative to each
the properties of solids, liquids, and gases.
other. The behavior of gases can
be explained by the kinetic
molecular theory. The kinetic
molecular theory can be used to
explain the relationship between
pressure and volume, volume
and temperature, pressure and
temperature, and the number of
particles in a gas sample. There
is a natural tendency for a
system to move in the direction
of disorder or entropy.
Heating increases the energy of
5.2.12.C.2 Account for any trends in the melting points and boiling
the atoms composing elements
points of various compounds.
and the molecules or ions
composing compounds. As the
kinetic energy of the atoms,
molecules, or ions increases, the
temperature of the matter
increases. Heating a pure solid
increases the vibrational energy
of its atoms, molecules, or ions.
When the vibrational energy of
the molecules of a pure
substance becomes great
enough, the solid melts.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
2
4
6
8
Appendix A
Science
5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making
sense of phenomena in physical, living, and Earth systems science.
D. Energy Transfer and Conservation : The conservation of energy can be demonstrated by
keeping track of familiar forms of energy as they are transferred from one object to another.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Batteries supply energy to
produce light, sound, or heat.
5.2.2.D.1
Electrical circuits require a
complete loop through
conducting materials in which an
electrical current can pass.
The flow of current in an electric
circuit depends upon the
components of the circuit and
their arrangement, such as in
series or parallel. Electricity
flowing through an electrical
circuit produces magnetic effects
in the wires.
When energy is transferred from
one system to another, the
quantity of energy before
transfer equals the quantity of
energy after transfer. As an
object falls, its potential energy
decreases as its speed, and
consequently its kinetic energy,
increases. While an object is
falling, some of the object’s
5.2.4.D.1
Predict and confirm the brightness of a light, the volume
of sound, or the amount of heat when given the number
of batteries, or the size of batteries.
Repair an electric circuit by completing a closed loop that
includes wires, a battery (or batteries), and at least one
other electrical component to produce observable
change.
Use simple circuits involving batteries and motors to
compare and predict the current flow with different
circuit arrangements.
5.2.6.D.1
5.2.8.D.1
Relate the kinetic and potential energies of a roller
coaster at various points on its path.
BIOLOGY AP
8
12
12
12
12
12
kinetic energy is transferred to
the medium through which it
falls, setting the medium into
motion and heating it.
Nuclear reactions take place in
the Sun. In plants, light energy
from the Sun is transferred to
oxygen and carbon compounds,
which in combination, have
chemical potential energy
(photosynthesis).
The potential energy of an object
on Earth’s surface is increased
when the object’s position is
changed from one closer to
Earth’s surface to one farther
from Earth’s surface.
The driving forces of chemical
reactions are energy and
entropy. Chemical reactions
either release energy to the
environment (exothermic) or
absorb energy from the
environment (endothermic).
Nuclear reactions (fission and
fusion) convert very small
amounts of matter into energy.
Energy may be transferred from
one object to another during
collisions.
Chemical equilibrium is a
dynamic process that is
significant in many systems,
including biological, ecological,
environmental, and geological
Appendix A
5.2.8.D.2
Describe the flow of energy from the Sun to the fuel tank
of an automobile.
5.2.12.D.1 Model the relationship between the height of an object
and its potential energy.
5.2.12.D.2 Describe the potential commercial applications of
exothermic and endothermic reactions.
5.2.12.D.3 Describe the products and potential applications of
fission and fusion reactions.
5.2.12.D.4 Measure quantitatively the energy transferred between
objects during a collision.
5.2.12.D.5 Model the change in rate of a reaction by changing a
factor.
BIOLOGY AP
systems. Chemical reactions
occur at different rates. Factors
such as temperature, mixing,
concentration, particle size, and
surface area affect the rates of
chemical reactions.
Appendix A
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
2
2
2
4
Appendix A
Science
5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making
sense of phenomena in physical, living, and Earth systems science.
E. Forces and Motion : It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Observations and investigations
form a basis for young learners’
understanding of motion.
5.2.P.E.1
Objects can move in many
different ways (fast and slow, in
a straight line, in a circular path,
zigzag, and back and forth).
A force is a push or a pull.
Pushing or pulling can move an
object. The speed an object
moves is related to how strongly
it is pushed or pulled. When an
object does not move in response
to a push or a pull, it is because
another push or pull (friction) is
being applied by the
environment.
Some forces act by touching,
while other forces can act without
touching.
5.2.2.E.1
Investigate how and why things move (e.g., slide blocks,
balance structures, push structures over, use ramps to
explore how far and how fast different objects move or
roll).
Investigate and model the various ways that inanimate
objects can move.
Motion can be described as a
change in position over a period
5.2.4.E.1
5.2.2.E.2
Predict an object’s relative speed, path, or how far it will
travel using various forces and surfaces.
5.2.2.E.3
Distinguish a force that acts by direct contact with an
object (e.g., by pushing or pulling) from a force that can
act without direct contact (e.g., the attraction between a
magnet and a steel paper clip).
Demonstrate through modeling that motion is a change
in position over a period of time.
BIOLOGY AP
4
4
4
6
6
6
6
of time.
There is always a force involved
when something starts moving or
changes its speed or direction of
motion. A greater force can make
an object move faster and
farther.
Magnets can repel or attract
other magnets, but they attract
all matter made of iron. Magnets
can make some things move
without being touched.
Earth pulls down on all objects
with a force called gravity.
Weight is a measure of how
strongly an object is pulled down
toward the ground by gravity.
With a few exceptions, objects
fall to the ground no matter
where they are on Earth.
An object’s position can be
described by locating the object
relative to other objects or a
background. The description of
an object’s motion from one
observer’s view may be different
from that reported from a
different observer’s view.
Magnetic, electrical, and
gravitational forces can act at a
distance.
Friction is a force that acts to
slow or stop the motion of
objects.
Sinking and floating can be
Appendix A
5.2.4.E.2
Identify the force that starts something moving or
changes its speed or direction of motion.
5.2.4.E.3
Investigate and categorize materials based on their
interaction with magnets.
5.2.4.E.4
Investigate, construct, and generalize rules for the effect
that force of gravity has on balls of different sizes and
weights.
5.2.6.E.1
Model and explain how the description of an object’s
motion from one observer’s view may be different from a
different observer’s view.
5.2.6.E.2
Describe the force between two magnets as the distance
between them is changed.
5.2.6.E.3
Demonstrate and explain the frictional force acting on an
object with the use of a physical model.
5.2.6.E.4
Predict if an object will sink or float using evidence and
BIOLOGY AP
8
8
12
12
12
12
predicted using forces that
depend on the relative densities
of objects and materials.
An object is in motion when its
position is changing. The speed of
an object is defined by how far it
travels divided by the amount of
time it took to travel that far.
Forces have magnitude and
direction. Forces can be added.
The net force on an object is the
sum of all the forces acting on
the object. An object at rest will
remain at rest unless acted on by
an unbalanced force. An object in
motion at constant velocity will
continue at the same velocity
unless acted on by an unbalanced
force.
The motion of an object can be
described by its position and
velocity as functions of time and
by its average speed and average
acceleration during intervals of
time.
Objects undergo different kinds
of motion (translational,
rotational, and vibrational).
The motion of an object changes
only when a net force is applied.
The magnitude of acceleration of
an object depends directly on the
strength of the net force, and
inversely on the mass of the
object. This relationship
Appendix A
reasoning.
5.2.8.E.1
Calculate the speed of an object when given distance and
time.
5.2.8.E.2
Compare the motion of an object acted on by balanced
forces with the motion of an object acted on by
unbalanced forces in a given specific scenario.
5.2.12.E.1 Compare the calculated and measured speed, average
speed, and acceleration of an object in motion, and
account for differences that may exist between
calculated and measured values.
5.2.12.E.2 Compare the translational and rotational motions of a
thrown object and potential applications of this
understanding.
5.2.12.E.3 Create simple models to demonstrate the benefits of
seatbelts using Newton's first law of motion.
5.2.12.E.4 Measure and describe the relationship between the force
acting on an object and the resulting acceleration.
BIOLOGY AP
(a=Fnet/m) is independent of the
nature of the force.
Appendix A
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
P
2
Appendix A
Science
5.3 Life Science: All students will understand that life science principles are powerful conceptual
tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order
in natural systems arises in accordance with rules that govern the physical world, and the order of
natural systems can be modeled and predicted through the use of mathematics.
A. Organization and Development : Living organisms are composed of cellular units
(structures) that carry out functions required for life. Cellular units are composed of molecules,
which also carry out biological functions.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Observations and discussions
about the natural world form a
basis for young learners’
understanding of life science.
Observations and discussions
form a basis for young learners’
understanding of the similarities
and differences among living and
nonliving things.
Living organisms:
5.3.P.A.1
Investigate and compare the basic physical
characteristics of plants, humans, and other animals.
5.3.P.A.2
Observe similarities and differences in the needs of
various living things, and differences between living and
nonliving things.
5.3.2.A.1
Group living and nonliving things according to the
characteristics that they share.
5.3.4.A.1
Develop and use evidence-based criteria to determine if
an unfamiliar object is living or nonliving.
Exchange nutrients and
water with the
environment.
Reproduce.
Grow and develop in a
predictable manner.
4
Living organisms:
Interact with and cause
changes in their
BIOLOGY AP
Appendix A
environment.
Exchange materials (such
as gases, nutrients, water,
and waste) with the
environment.
Reproduce.
Grow and develop in a
predictable manner.
4
4
Essential functions required for
the well-being of an organism are
carried out by specialized
structures in plants and animals.
Essential functions of the human
body are carried out by
specialized systems:







6
6
8
5.3.4.A.2
5.3.4.A.3
Compare and contrast structures that have similar
functions in various organisms, and explain how those
functions may be carried out by structures that have
different physical appearances.
Describe the interactions of systems involved in carrying
out everyday life activities.
Digestive
Circulatory
Respiratory
Nervous
Skeletal
Muscular
Reproductive
Systems of the human body are
interrelated and regulate the
body’s internal environment.
Essential functions of plant and
animal cells are carried out by
organelles.
All organisms are composed of
cell(s). In multicellular
organisms, specialized cells
perform specialized functions.
5.3.6.A.1
Model the interdependence of the human body’s major
systems in regulating its internal environment.
5.3.6.A.2
Model and explain ways in which organelles work
together to meet the cell’s needs.
5.3.8.A.1
Compare the benefits and limitations of existing as a
single-celled organism and as a multicellular organism.
BIOLOGY AP
8
12
12
12
12
12
Tissues, organs, and organ
systems are composed of cells
and function to serve the needs
of cells for food, air, and waste
removal.
During the early development of
an organism, cells differentiate
and multiply to form the many
specialized cells, tissues, and
organs that compose the final
organism. Tissues grow through
cell division.
Cells are made of complex
molecules that consist mostly of
a few elements. Each class of
molecules has its own building
blocks and specific functions.
Cellular processes are carried out
by many different types of
molecules, mostly by the group
of proteins known as enzymes.
Cellular function is maintained
through the regulation of cellular
processes in response to internal
and external environmental
conditions.
Cells divide through the process
of mitosis, resulting in daughter
cells that have the same genetic
composition as the original cell.
Cell differentiation is regulated
through the expression of
different genes during the
development of complex
multicellular organisms.
Appendix A
5.3.8.A.2
Relate the structures of cells, tissues, organs, and
systems to their functions in supporting life.
5.3.12.A.1 Represent and explain the relationship between the
structure and function of each class of complex
molecules using a variety of models.
5.3.12.A.2 Demonstrate the properties and functions of enzymes by
designing and carrying out an experiment.
5.3.12.A.3 Predict a cell’s response in a given set of environmental
conditions.
5.3.12.A.4 Distinguish between the processes of cellular growth (cell
division) and development (differentiation).
5.3.12.A.5 Describe modern applications of the regulation of cell
differentiation and analyze the benefits and risks (e.g.,
stem cells, sex determination).
BIOLOGY AP
12
Appendix A
There is a relationship between
5.3.12.A.6 Describe how a disease is the result of a malfunctioning
the organization of cells into
system, organ, and cell, and relate this to possible
tissues and the organization of
treatment interventions (e.g., diabetes, cystic fibrosis,
tissues into organs. The
lactose intolerance).
structures and functions of
organs determine their
relationships within body systems
of an organism.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
2
2
2
4
6
Appendix A
Science
5.3 Life Science: All students will understand that life science principles are powerful conceptual
tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order
in natural systems arises in accordance with rules that govern the physical world, and the order of
natural systems can be modeled and predicted through the use of mathematics.
B. Matter and Energy Transformations : Food is required for energy and building cellular
materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms
obtain their food directly from other organisms.
Content Statement
CPI#
Investigations form a young
learners’ understanding of how a
habitat provides for an organism’s
energy needs.
A source of energy is needed for all
organisms to stay alive and grow.
Both plants and animals need to
take in water, and animals need to
take in food. Plants need light.
Animals have various ways of
obtaining food and water. Nearly
all animals drink water or eat foods
that contain water.
Most plants have roots to get water
and leaves to gather sunlight.
Almost all energy (food) and
matter can be traced to the Sun.
Plants are producers: They use the
energy from light to make food
(sugar) from carbon dioxide and
water. Plants are used as a source
of food (energy) for other
organisms.
5.3.P.B.1
Observe and describe how plants and animals obtain food
from their environment, such as by observing the
interactions between organisms in a natural habitat.
5.3.2.B.1
Describe the requirements for the care of plants and
animals related to meeting their energy needs.
5.3.2.B.2
Compare how different animals obtain food and water.
5.3.2.B.3
Explain that most plants get water from soil through their
roots and gather light through their leaves.
Identify sources of energy (food) in a variety of settings
(farm, zoo, ocean, forest).
Describe the sources of the reactants of photosynthesis and
trace the pathway to the products.
5.3.4.B.1
5.3.6.B.1
Cumulative Progress Indicator (CPI)
BIOLOGY AP
6
8
8
12
12
12
12
12
All animals, including humans, are
consumers that meet their energy
needs by eating other organisms or
their products.
Food is broken down to provide
energy for the work that cells do,
and is a source of the molecular
building blocks from which needed
materials are assembled.
All animals, including humans, are
consumers that meet their energy
needs by eating other organisms or
their products.
As matter cycles and energy flows
through different levels of
organization within living systems
(cells, organs, organisms,
communities), and between living
systems and the physical
environment, chemical elements
are recombined into different
products.
Each recombination of matter and
energy results in storage and
dissipation of energy into the
environment as heat.
Continual input of energy from
sunlight keeps matter and energy
flowing through ecosystems.
Plants have the capability to take
energy from light to form sugar
molecules containing carbon,
hydrogen, and oxygen.
In both plant and animal cells,
sugar is a source of energy and
can be used to make other carbon-
Appendix A
5.3.6.B.2
Illustrate the flow of energy (food) through a community.
5.3.8.B.1
Relate the energy and nutritional needs of organisms in a
variety of life stages and situations, including stages of
development and periods of maintenance.
5.3.8.B.2
Analyze the components of a consumer’s diet and trace
them back to plants and plant products.
5.3.12.B.1 Cite evidence that the transfer and transformation of
matter and energy links organisms to one another and to
their physical setting.
5.3.12.B.2 Use mathematical formulas to justify the concept of an
efficient diet.
5.3.12.B.3 Predict what would happen to an ecosystem if an energy
source was removed.
5.3.12.B.4 Explain how environmental factors (such as temperature,
light intensity, and the amount of water available) can
affect photosynthesis as an energy storing process.
5.3.12.B.5 Investigate and describe the complementary relationship
(cycling of matter and flow of energy) between
photosynthesis and cellular respiration.
BIOLOGY AP
12
containing (organic) molecules.
All organisms must break the highenergy chemical bonds in food
molecules during cellular
respiration to obtain the energy
needed for life processes.
Appendix A
5.3.12.B.6 Explain how the process of cellular respiration is similar to
the burning of fossil fuels.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
2
2
2
4
4
Appendix A
Science
5.3 Life Science: All students will understand that life science principles are powerful conceptual
tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order
in natural systems arises in accordance with rules that govern the physical world, and the order of
natural systems can be modeled and predicted through the use of mathematics.
C. Interdependence : All animals and most plants depend on both other organisms and their
environment to meet their basic needs.
Content Statement
CPI#
Investigations and observations of
the interactions between plants
and animals form a basis for young
learners’ understanding of
interdependence in life science.
Organisms interact and are
interdependent in various ways; for
example, they provide food and
shelter to one another.
A habitat supports the growth of
many different plants and animals
by meeting their basic needs of
food, water, and shelter.
Humans can change natural
habitats in ways that can be helpful
or harmful for the plants and
animals that live there.
Organisms can only survive in
environments in which their needs
are met. Within ecosystems,
organisms interact with and are
dependent on their physical and
living environment.
Some changes in ecosystems occur
5.3.P.C.1
5.3.2.C.1
Cumulative Progress Indicator (CPI)
Observe and describe how natural habitats provide for the
basic needs of plants and animals with respect to shelter,
food, water, air, and light (e.g., dig outside in the soil to
investigate the kinds of animal life that live in and around
the ground).
Describe the ways in which organisms interact with each
other and their habitats in order to meet basic needs.
5.3.2.C.2
Identify the characteristics of a habitat that enable the
habitat to support the growth of many different plants and
animals.
5.3.2.C.3
Communicate ways that humans protect habitats and/or
improve conditions for the growth of the plants and animals
that live there, or ways that humans might harm habitats.
5.3.4.C.1
Predict the biotic and abiotic characteristics of an unfamiliar
organism’s habitat.
5.3.4.C.2
Explain the consequences of rapid ecosystem change (e.g.,
BIOLOGY AP
Appendix A
slowly, while others occur rapidly.
Changes can affect life forms,
including humans.
6
6
6
8
Various human activities have
changed the capacity of the
environment to support some life
forms.
The number of organisms and
populations an ecosystem can
support depends on the biotic
resources available and on abiotic
factors, such as quantities of light
and water, range of temperatures,
and soil composition.
All organisms cause changes in the
ecosystem in which they live. If
this change reduces another
organism’s access to resources,
that organism may move to
another location or die.
Symbiotic interactions among
organisms of different species can
be classified as:
5.3.6.C.1
flooding, wind storms, snowfall, volcanic eruptions), and
compare them to consequences of gradual ecosystem
change (e.g., gradual increase or decrease in daily
temperatures, change in yearly rainfall).
Explain the impact of meeting human needs and wants on
local and global environments.
5.3.6.C.2
Predict the impact that altering biotic and abiotic factors
has on an ecosystem.
5.3.6.C.3
Describe how one population of organisms may affect other
plants and/or animals in an ecosystem.
5.3.8.C.1
Model the effect of positive and negative changes in
population size on a symbiotic pairing.
Producer/consumer
Predator/prey
Parasite/host
Scavenger/prey
Decomposer/prey
12
12
Biological communities in
ecosystems are based on stable
interrelationships and
interdependence of organisms.
Stability in an ecosystem can be
5.3.12.C.1 Analyze the interrelationships and interdependencies
among different organisms, and explain how these
relationships contribute to the stability of the ecosystem.
5.3.12.C.2 Model how natural and human-made changes in the
BIOLOGY AP
disrupted by natural or human
interactions.
Appendix A
environment will affect individual organisms and the
dynamics of populations.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
2
Appendix A
Science
5.3 Life Science: All students will understand that life science principles are powerful conceptual
tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order
in natural systems arises in accordance with rules that govern the physical world, and the order of
natural systems can be modeled and predicted through the use of mathematics.
D. Heredity and Reproduction : Organisms reproduce, develop, and have predictable life
cycles. Organisms contain genetic information that influences their traits, and they pass this on to
their offspring during reproduction.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Observations of developmental
changes in a plant or animal over
time form a basis for young
learners’ understanding of
heredity and reproduction.
Plants and animals often
resemble their parents.
5.3.P.D.1
Observe and record change over time and cycles of
change that affect living things (e.g., use baby
photographs to discuss human change and growth,
observe and photograph tree growth and leaf changes
throughout the year, monitor the life cycle of a plant).
Record the observable characteristics of plants and
animals to determine the similarities and differences
between parents and their offspring.
Determine the characteristic changes that occur during
the life cycle of plants and animals by examining a
variety of species, and distinguish between growth and
development.
Compare the physical characteristics of the different
stages of the life cycle of an individual organism, and
compare the characteristics of life stages among species.
5.3.2.D.1
2
Organisms have predictable
characteristics at different stages
of development.
5.3.2.D.2
4
Plants and animals have life
cycles (they begin life, develop
into adults, reproduce, and
eventually die). The
characteristics of each stage of
life vary by species.
Reproduction is essential to the
continuation of every species.
Variations exist among organisms
of the same generation (e.g.,
5.3.4.D.1
6
6
5.3.6.D.1
5.3.6.D.2
Predict the long-term effect of interference with normal
patterns of reproduction.
Explain how knowledge of inherited variations within and
between generations is applied to farming and animal
BIOLOGY AP
6
8
8
8
12
12
siblings) and of different
generations (e.g., parent to
offspring).
Traits such as eye color in human
beings or fruit/flower color in
plants are inherited.
Some organisms reproduce
asexually. In these organisms, all
genetic information comes from a
single parent. Some organisms
reproduce sexually, through
which half of the genetic
information comes from each
parent.
The unique combination of
genetic material from each
parent in sexually reproducing
organisms results in the potential
for variation.
Characteristics of organisms are
influenced by heredity and/or
their environment.
Genes are segments of DNA
molecules located in the
chromosome of each cell. DNA
molecules contain information
that determines a sequence of
amino acids, which result in
specific proteins.
Inserting, deleting, or
substituting DNA segments can
alter the genetic code. An altered
gene may be passed on to every
cell that develops from it. The
Appendix A
breeding.
5.3.6.D.3
Distinguish between inherited and acquired
traits/characteristics.
5.3.8.D.1
Defend the principle that, through reproduction, genetic
traits are passed from one generation to the next, using
evidence collected from observations of inherited traits.
5.3.8.D.2
Explain the source of variation among siblings.
5.3.8.D.3
Describe the environmental conditions or factors that
may lead to a change in a cell’s genetic information or to
an organism’s development, and how these changes are
passed on.
5.3.12.D.1 Explain the value and potential applications of genome
projects.
5.3.12.D.2 Predict the potential impact on an organism (no impact,
significant impact) given a change in a specific DNA
code, and provide specific real world examples of
conditions caused by mutations.
BIOLOGY AP
12
Appendix A
resulting features may help,
harm, or have little or no effect
on the offspring’s success in its
environment.
Sorting and recombination of
5.3.12.D.3 Demonstrate through modeling how the sorting and
genes in sexual reproduction
recombination of genes during sexual reproduction has
result in a great variety of
an effect on variation in offspring (meiosis, fertilization).
possible gene combinations in the
offspring of any two parents.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
2
2
4
4
6
8
Appendix A
Science
5.3 Life Science: All students will understand that life science principles are powerful conceptual
tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order
in natural systems arises in accordance with rules that govern the physical world, and the order of
natural systems can be modeled and predicted through the use of mathematics.
E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind
provide advantages for surviving and reproducing in different environments. These selective
differences may lead to dramatic changes in characteristics of organisms in a population over
extremely long periods of time.
Content Statement
CPI#
Variations exist within a group of
the same kind of organism.
Plants and animals have features
that help them survive in
different environments.
5.3.2.E.1
Individuals of the same species
may differ in their characteristics,
and sometimes these differences
give individuals an advantage in
surviving and reproducing in
different environments.
In any ecosystem, some
populations of organisms thrive
and grow, some decline, and
others do not survive at all.
Changes in environmental
conditions can affect the survival
of individual organisms and entire
species.
Individual organisms with certain
5.3.4.E.1
5.3.2.E.2
Cumulative Progress Indicator (CPI)
Describe similarities and differences in observable traits
between parents and offspring.
Describe how similar structures found in different
organisms (e.g., eyes, ears, mouths) have similar
functions and enable those organisms to survive in
different environments.
Model an adaptation to a species that would increase its
chances of survival, should the environment become
wetter, dryer, warmer, or colder over time.
5.3.4.E.2
Evaluate similar populations in an ecosystem with regard
to their ability to thrive and grow.
5.3.6.E.1
Describe the impact on the survival of species during
specific times in geologic history when environmental
conditions changed.
5.3.8.E.1
Organize and present evidence to show how the
BIOLOGY AP
8
12
12
12
Appendix A
traits are more likely than others
extinction of a species is related to an inability to adapt
to survive and have offspring in
to changing environmental conditions using quantitative
particular environments. The
and qualitative data.
advantages or disadvantages of
specific characteristics can
change when the environment in
which they exist changes.
Extinction of a species occurs
when the environment changes
and the characteristics of a
species are insufficient to allow
survival.
Anatomical evidence supports
5.3.8.E.2 Compare the anatomical structures of a living species
evolution and provides additional
with fossil records to derive a line of descent.
detail about the sequence of
branching of various lines of
descent.
New traits may result from new
5.3.12.E.1 Account for the appearance of a novel trait that arose in
combinations of existing genes or
a given population.
from mutations of genes in
reproductive cells within a
population.
Molecular evidence (e.g., DNA,
5.3.12.E.2 Estimate how closely related species are, based on
protein structures, etc.)
scientific evidence (e.g., anatomical similarities,
substantiates the anatomical
similarities of DNA base and/or amino acid sequence).
evidence for evolution and
provides additional detail about
the sequence in which various
lines of descent branched.
The principles of evolution
5.3.12.E.3 Provide a scientific explanation for the history of life on
(including natural selection and
Earth using scientific evidence (e.g., fossil record, DNA,
common descent) provide a
protein structures, etc.).
scientific explanation for the
history of life on Earth as
evidenced in the fossil record and
BIOLOGY AP
12
Appendix A
in the similarities that exist within
the diversity of existing
organisms.
Evolution occurs as a result of a
5.3.12.E.4 Account for the evolution of a species by citing specific
combination of the following
evidence of biological mechanisms.
factors:
Ability of a species to
reproduce
Genetic variability of
offspring due to mutation
and recombination of
genes
Finite supply of the
resources required for life
Natural selection, due to
environmental pressure, of
those organisms better
able to survive and leave
offspring
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
2
4
4
4
4
Appendix A
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of
complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of
the universe.
A. Objects in the Universe : Our universe has been expanding and evolving for 13.7 billion
years under the influence of gravitational and nuclear forces. As gravity governs its expansion,
organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern
its evolution through the processes of stellar birth and death. These same processes governed the
formation of our solar system 4.6 billion years ago.
Content Statement
CPI#
The Sun is a star that can only be
seen during the day. The Moon is not
a star and can be seen sometimes at
night and sometimes during the day.
The Moon appears to have different
shapes on different days.
Objects in the sky have patterns of
movement. The Sun and Moon
appear to move across the sky on a
daily basis. The shadows of an object
on Earth change over the course of a
day, indicating the changing position
of the Sun during the day.
The observable shape of the Moon
changes from day to day in a cycle
that lasts 29.5 days.
Earth is approximately spherical in
shape. Objects fall towards the
center of the Earth because of the
pull of the force of gravity.
Earth is the third planet from the
Sun in our solar system, which
includes seven other planets.
5.4.2.A.1
Determine a set of general rules describing when the Sun and
Moon are visible based on actual sky observations.
5.4.4.A.1
Formulate a general description of the daily motion of the Sun
across the sky based on shadow observations. Explain how
shadows could be used to tell the time of day.
5.4.4.A.2
Identify patterns of the Moon’s appearance and make
predictions about its future appearance based observational
data.
Generate a model with explanatory value that explains both
why objects roll down ramps as well as why the Moon orbits
Earth.
5.4.4.A.3
5.4.4.A.4
Cumulative Progress Indicator (CPI)
Analyze and evaluate evidence in the form of data tables and
photographs to categorize and relate solar system objects
(e.g., planets, dwarf planets, moons, asteroids, and comets).
BIOLOGY AP
Appendix A
6
The height of the path of the Sun in
the sky and the length of a shadow
change over the course of a year.
5.4.6.A.1
Generate and analyze evidence (through simulations) that the
Sun’s apparent motion across the sky changes over the course
of a year.
6
Earth’s position relative to the
Sun, and the rotation of Earth on
its axis, result in patterns and
cycles that define time units of
days and years.
The Sun’s gravity holds planets
and other objects in the solar
system in orbit, and planets’
gravity holds moons in orbit.
The Sun is the central and most
massive body in our solar
system, which includes eight
planets and their moons, dwarf
planets, asteroids, and comets.
The relative positions and
motions of the Sun, Earth, and
Moon result in the phases of the
Moon, eclipses, and the daily and
monthly cycle of tides.
Earth’s tilt, rotation, and
revolution around the Sun cause
changes in the height and
duration of the Sun in the sky.
These factors combine to explain
the changes in the length of the
day and seasons.
Gravitation is a universal
attractive force by which objects
with mass attract one another.
The gravitational force between
two objects is proportional to
their masses and inversely
5.4.6.A.2
Construct and evaluate models demonstrating the
rotation of Earth on its axis and the orbit of Earth around
the Sun.
5.4.6.A.3
Predict what would happen to an orbiting object if
gravity were increased, decreased, or taken away.
5.4.6.A.4
Compare and contrast the major physical characteristics
(including size and scale) of solar system objects using
evidence in the form of data tables and photographs.
5.4.8.A.1
Analyze moon-phase, eclipse, and tidal data to construct
models that explain how the relative positions and
motions of the Sun, Earth, and Moon cause these three
phenomena.
5.4.8.A.2
Use evidence of global variations in day length,
temperature, and the amount of solar radiation striking
Earth’s surface to create models that explain these
phenomena and seasons.
5.4.8.A.3
Predict how the gravitational force between two bodies
would differ for bodies of different masses or bodies that
are different distances apart.
6
6
8
8
8
BIOLOGY AP
8
12
12
12
12
12
proportional to the square of the
distance between the objects.
The regular and predictable
motion of objects in the solar
system (Kepler’s Laws) is
explained by gravitational forces.
Prior to the work of 17th-century
astronomers, scientists believed
the Earth was the center of the
universe (geocentric model).
The properties and characteristics
of solar system objects,
combined with radioactive dating
of meteorites and lunar samples,
provide evidence that Earth and
the rest of the solar system
formed from a nebular cloud of
dust and gas 4.6 billion years
ago.
Stars experience significant
changes during their life cycles,
which can be illustrated with an
Hertzsprung-Russell (H-R)
Diagram.
The Sun is one of an estimated
two hundred billion stars in our
Milky Way galaxy, which together
with over one hundred billion
other galaxies, make up the
universe.
The Big Bang theory places the
origin of the universe at
approximately 13.7 billion years
ago. Shortly after the Big Bang,
matter (primarily hydrogen and
Appendix A
5.4.8.A.4
Analyze data regarding the motion of comets, planets,
and moons to find general patterns of orbital motion.
5.4.12.A.1 Explain how new evidence obtained using telescopes
(e.g., the phases of Venus or the moons of Jupiter)
allowed 17th-century astronomers to displace the
geocentric model of the universe.
5.4.12.A.2 Collect, analyze, and critique evidence that supports the
theory that Earth and the rest of the solar system
formed from a nebular cloud of dust and gas 4.6 billion
years ago.
5.4.12.A.3 Analyze an H-R diagram and explain the life cycle of
stars of different masses using simple stellar models.
5.4.12.A.4 Analyze simulated and/or real data to estimate the
number of stars in our galaxy and the number of
galaxies in our universe.
5.4.12.A.5 Critique evidence for the theory that the universe
evolved as it expanded from a single point 13.7 billion
years ago.
BIOLOGY AP
12
Appendix A
helium) began to coalesce to
form galaxies and stars.
According to the Big Bang theory, 5.4.12.A.6 Argue, citing evidence (e.g., Hubble Diagram), the
the universe has been expanding
theory of an expanding universe.
since its beginning, explaining
the apparent movement of
galaxies away from one another.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
4
6
6
6
Appendix A
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of
complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of
the universe.
B. History of Earth : From the time that Earth formed from a nebula 4.6 billion years ago, it has
been evolving as a result of geologic, biological, physical, and chemical processes.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Fossils provide evidence about
the plants and animals that lived
long ago, including whether they
lived on the land or in the sea as
well as ways species changed
over time.
Successive layers of sedimentary
rock and the fossils contained in
them tell the factual story of the
age, history, changing life forms,
and geology of Earth.
Earth’s current structure has
been influenced by both sporadic
and gradual events. Changes
caused by earthquakes and
volcanic eruptions can be
observed on a human time scale,
but many geological processes,
such as mountain building and
the shifting of continents, are
observed on a geologic time
scale.
Moving water, wind, and ice
continually shape Earth’s surface
by eroding rock and soil in some
5.4.4.B.1
Use data gathered from observations of fossils to argue
whether a given fossil is terrestrial or marine in origin.
5.4.6.B.1
Interpret a representation of a rock layer sequence to
establish oldest and youngest layers, geologic events,
and changing life forms.
5.4.6.B.2
Examine Earth’s surface features and identify those
created on a scale of human life or on a geologic time
scale.
5.4.6.B.3
Determine if landforms were created by processes of
erosion (e.g., wind, water, and/or ice) based on evidence
in pictures, video, and/or maps.
BIOLOGY AP
6
8
8
12
12
12
Appendix A
areas and depositing them in
other areas.
Erosion plays an important role in 5.4.6.B.4 Describe methods people use to reduce soil erosion.
the formation of soil, but too
much erosion can wash away
fertile soil from ecosystems,
including farms.
Today’s planet is very different
5.4.8.B.1 Correlate the evolution of organisms and the
than early Earth. Evidence for
environmental conditions on Earth as they changed
one-celled forms of life (bacteria)
throughout geologic time.
extends back more than 3.5
billion years.
Fossils provide evidence of how
5.4.8.B.2 Evaluate the appropriateness of increasing the human
life and environmental conditions
population in a region (e.g., barrier islands, Pacific
have changed. The principle of
Northwest, Midwest United States) based on the region’s
Uniformitarianism makes possible
history of catastrophic events, such as volcanic
the interpretation of Earth’s
eruptions, earthquakes, and floods.
history. The same Earth
processes that occurred in the
past occur today.
The evolution of life caused
5.4.12.B.1 Trace the evolution of our atmosphere and relate the
dramatic changes in the
changes in rock types and life forms to the evolving
composition of Earth’s
atmosphere.
atmosphere, which did not
originally contain oxygen gas.
Relative dating uses index fossils 5.4.12.B.2 Correlate stratigraphic columns from various locations by
and stratigraphic sequences to
using index fossils and other dating techniques.
determine the sequence of
geologic events.
Absolute dating, using radioactive 5.4.12.B.3 Account for the evolution of species by citing specific
isotopes in rocks, makes it
absolute-dating evidence of fossil samples.
possible to determine how many
years ago a given rock sample
formed.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
2
4
4
6
6
Appendix A
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of
complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of
the universe.
C. Properties of Earth Materials : Earth’s composition is unique, is related to the origin of our
solar system, and provides us with the raw resources needed to sustain life.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Observations and investigations
form a basis for young learners’
understanding of properties of
Earth materials.
Soils are made of many living
and nonliving substances. The
attributes and properties of soil
(e.g., moisture, kind and size of
particles, living/organic elements,
etc.) vary depending on location.
Rocks can be broken down to
make soil.
Earth materials in nature include
rocks, minerals, soils, water, and
the gases of the atmosphere.
Attributes of rocks and minerals
assist in their identification.
Soil attributes/properties affect
the soil’s ability to support animal
life and grow plants.
The rock cycle is a model of
creation and transformation of
rocks from one form
(sedimentary, igneous, or
5.4.P.C.1
Explore and describe characteristics of and concepts
about soil, rocks, water, and air.
5.4.2.C.1
Describe Earth materials using appropriate terms, such
as hard, soft, dry, wet, heavy, and light.
5.4.4.C.1
Create a model to represent how soil is formed.
5.4.4.C.2
Categorize unknown samples as either rocks or minerals.
5.4.6.C.1
Predict the types of ecosystems that unknown soil
samples could support based on soil properties.
5.4.6.C.2
Distinguish physical properties of sedimentary, igneous,
or metamorphic rocks and explain how one kind of rock
could eventually become a different kind of rock.
BIOLOGY AP
6
8
8
8
12
12
Appendix A
metamorphic) to another. Rock
families are determined by the
origin and transformations of the
rock.
Rocks and rock formations
5.4.6.C.3 Deduce the story of the tectonic conditions and erosion
contain evidence that tell a story
forces that created sample rocks or rock formations.
about their past. The story is
dependent on the minerals,
materials, tectonic conditions,
and erosion forces that created
them.
Soil consists of weathered rocks
5.4.8.C.1 Determine the chemical properties of soil samples in
and decomposed organic material
order to select an appropriate location for a community
from dead plants, animals, and
garden.
bacteria. Soils are often found in
layers, each having a different
chemical composition and
texture.
Physical and chemical changes
5.4.8.C.2 Explain how chemical and physical mechanisms
take place in Earth materials
(changes) are responsible for creating a variety of
when Earth features are modified
landforms.
through weathering and erosion.
Earth’s atmosphere is a mixture
5.4.8.C.3 Model the vertical structure of the atmosphere using
of nitrogen, oxygen, and trace
information from active and passive remote-sensing
gases that include water vapor.
tools (e.g., satellites, balloons, and/or ground-based
The atmosphere has a different
sensors) in the analysis.
physical and chemical
composition at different
elevations.
Soils are at the interface of the
5.4.12.C.1 Model the interrelationships among the spheres in the
Earth systems, linking together
Earth systems by creating a flow chart.
the biosphere, geosphere,
atmosphere, and hydrosphere.
The chemical and physical
5.4.12.C.2 Analyze the vertical structure of Earth’s atmosphere, and
properties of the vertical
account for the global, regional, and local variations of
BIOLOGY AP
structure of the atmosphere
support life on Earth.
Appendix A
these characteristics and their impact on life.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
6
6
6
8
8
8
12
Appendix A
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of
complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of
the universe.
D. Tectonics : The theory of plate tectonics provides a framework for understanding the dynamic
processes within and on Earth.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Lithospheric plates consisting of
continents and ocean floors move in
response to movements in the
mantle.
Earth’s landforms are created
through constructive (deposition)
and destructive (erosion) processes.
Earth has a magnetic field that is
detectable at the surface with a
compass.
Earth is layered with a lithosphere, a
hot, convecting mantle, and a dense,
metallic core.
Major geological events, such as
earthquakes, volcanic eruptions, and
mountain building, result from the
motion of plates. Sea floor
spreading, revealed in mapping of
the Mid-Atlantic Ridge, and
subduction zones are evidence for
the theory of plate tectonics.
Earth’s magnetic field has north and
south poles and lines of force that
are used for navigation.
Convection currents in the upper
mantle drive plate motion. Plates are
pushed apart at spreading zones and
5.4.6.D.1
Apply understanding of the motion of lithospheric plates to
explain why the Pacific Rim is referred to as the Ring of Fire.
5.4.6.D.2
Locate areas that are being created (deposition) and destroyed
(erosion) using maps and satellite images.
5.4.6.D.3
Apply knowledge of Earth’s magnetic fields to successfully
complete an orienteering challenge.
5.4.8.D.1
Model the interactions between the layers of Earth.
5.4.8.D.2
Present evidence to support arguments for the theory of plate
motion.
5.4.8.D.3
Explain why geomagnetic north and geographic north are at
different locations.
5.4.12.D.1
Explain the mechanisms for plate motions using earthquake
data, mathematics, and conceptual models.
BIOLOGY AP
Appendix A
pulled down into the crust at
subduction zones.
12
Evidence from lava flows and
ocean-floor rocks shows that
Earth’s magnetic field reverses
(North – South) over geologic
time.
Content Area
Standard
Strand
By the
end of
grade
P
2
5.4.12.D.2 Calculate the average rate of seafloor spreading using
archived geomagnetic-reversals data.
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of
complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of
the universe.
E. Energy in Earth Systems : Internal and external sources of energy drive Earth systems.
Content Statement
CPI#
Observations and investigations
form the basis for young learners’
understanding of energy in Earth
systems.
Plants need sunlight to grow.
5.4.P.E.1
Explore the effects of sunlight on living and nonliving
things.
5.4.2.E.1
Describe the relationship between the Sun and plant
growth.
Develop a general set of rules to predict temperature
changes of Earth materials, such as water, soil, and
sand, when placed in the Sun and in the shade.
Generate a conclusion about energy transfer and
circulation by observing a model of convection currents.
4
Land, air, and water absorb the
Sun’s energy at different rates.
5.4.4.E.1
6
The Sun is the major source of
energy for circulating the
atmosphere and oceans.
The Sun provides energy for
plants to grow and drives
convection within the atmosphere
and oceans, producing winds,
ocean currents, and the water
cycle.
5.4.6.E.1
8
5.4.8.E.1
Cumulative Progress Indicator (CPI)
Explain how energy from the Sun is transformed or
transferred in global wind circulation, ocean circulation,
and the water cycle.
BIOLOGY AP
12
12
The Sun is the major external
source of energy for Earth’s
global energy budget.
Earth systems have internal and
external sources of energy, both
of which create heat.
Appendix A
5.4.12.E.1 Model and explain the physical science principles that
account for the global energy budget.
5.4.12.E.2 Predict what the impact on biogeochemical systems
would be if there were an increase or decrease in
internal and external energy.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
2
4
6
6
8
Appendix A
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of
complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of
the universe.
F. Climate and Weather : Earth’s weather and climate systems are the result of complex
interactions between land, ocean, ice, and atmosphere.
Content Statement
CPI#
Observations and investigations
form the basis for young learners’
understanding of weather and
climate.
Current weather conditions
include air movement, clouds,
and precipitation. Weather
conditions affect our daily lives.
Weather changes that occur from
day to day and across the
seasons can be measured and
documented using basic
instruments such as a
thermometer, wind vane,
anemometer, and rain gauge.
Weather is the result of shortterm variations in temperature,
humidity, and air pressure.
Climate is the result of long-term
patterns of temperature and
precipitation.
Global patterns of atmospheric
movement influence local
weather.
5.4.P.F.1
Observe and record weather.
5.4.2.F.1
Observe and document daily weather conditions and
discuss how the weather influences your activities for the
day.
5.4.4.F.1
Identify patterns in data collected from basic weather
instruments.
5.4.6.F.1
Explain the interrelationships between daily temperature,
air pressure, and relative humidity data.
5.4.6.F.2
Create climatographs for various locations around Earth
and categorize the climate based on the yearly patterns
of temperature and precipitation.
Determine the origin of local weather by exploring
national and international weather maps.
5.4.8.F.1
Cumulative Progress Indicator (CPI)
BIOLOGY AP
8
8
12
12
12
Appendix A
Climate is influenced locally and
5.4.8.F.2 Explain the mechanisms that cause varying daily
globally by atmospheric
temperature ranges in a coastal community and in a
interactions with land masses and
community located in the interior of the country.
bodies of water.
Weather (in the short term) and
5.4.8.F.3 Create a model of the hydrologic cycle that focuses on
climate (in the long term) involve
the transfer of water in and out of the atmosphere. Apply
the transfer of energy and water
the model to different climates around the world.
in and out of the atmosphere.
Global climate differences result
5.4.12.F.1 Explain that it is warmer in summer and colder in winter
from the uneven heating of
for people in New Jersey because the intensity of
Earth’s surface by the Sun.
sunlight is greater and the days are longer in summer
Seasonal climate variations are
than in winter. Connect these seasonal changes in
due to the tilt of Earth’s axis with
sunlight to the tilt of Earth’s axis with respect to the
respect to the plane of Earth’s
plane of its orbit around the Sun.
nearly circular orbit around the
Sun.
Climate is determined by energy
5.4.12.F.2 Explain how the climate in regions throughout the world
transfer from the Sun at and near
is affected by seasonal weather patterns, as well as other
Earth’s surface. This energy
factors, such as the addition of greenhouse gases to the
transfer is influenced by dynamic
atmosphere and proximity to mountain ranges and to the
processes, such as cloud cover
ocean.
and Earth’s rotation, as well as
static conditions, such as
proximity to mountain ranges and
the ocean. Human activities, such
as the burning of fossil fuels, also
affect the global climate.
Earth’s radiation budget varies
5.4.12.F.3 Explain variations in the global energy budget and
globally, but is balanced. Earth’s
hydrologic cycle at the local, regional, and global scales.
hydrologic cycle is complex and
varies globally, regionally, and
locally.
BIOLOGY AP
Content Area
Standard
Strand
By the
end of
grade
P
2
2
2
2
4
4
Appendix A
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of
complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of
the universe.
G. Biogeochemical Cycles : The biogeochemical cycles in the Earth systems include the flow of
microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere,
atmosphere, or biosphere to another, are driven by Earth's internal and external sources of
energy, and are impacted by human activity.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Investigations in environmental
awareness activities form a basis
for young learners’ understanding
of biogeochemical changes.
5.4.P.G.1
Water can disappear (evaporate)
and collect (condense) on
surfaces.
There are many sources and uses
of water.
Organisms have basic needs and
they meet those needs within
their environment.
The origin of everyday
manufactured products such as
paper and cans can be traced
back to natural resources.
Clouds and fog are made of tiny
droplets of water and, at times,
tiny particles of ice.
Rain, snow, and other forms of
precipitation come from clouds;
5.4.2.G.1
Demonstrate emergent awareness for conservation,
recycling, and respect for the environment (e.g., turning
off water faucets, using paper from a classroom scrap
box when whole sheets are not needed, keeping the
playground neat and clean).
Observe and discuss evaporation and condensation.
5.4.2.G.2
Identify and use water conservation practices.
5.4.2.G.3
Identify and categorize the basic needs of living
organisms as they relate to the environment.
5.4.2.G.4
Identify the natural resources used in the process of
making various manufactured products.
5.4.4.G.1
Explain how clouds form.
5.4.4.G.2
Observe daily cloud patterns, types of precipitation, and
temperature, and categorize the clouds by the conditions
BIOLOGY AP
4
4
6
6
6
8
8
12
not all clouds produce
precipitation.
Most of Earth’s surface is covered 5.4.4.G.3
by water. Water circulates
through the crust, oceans, and
atmosphere in what is known as
the water cycle.
Properties of water depend on
5.4.4.G.4
where the water is located
(oceans, rivers, lakes,
underground sources, and
glaciers).
Circulation of water in marine
5.4.6.G.1
environments is dependent on
factors such as the composition
of water masses and energy from
the Sun or wind.
An ecosystem includes all of the
5.4.6.G.2
plant and animal populations and
nonliving resources in a given
area. Organisms interact with
each other and with other
components of an ecosystem.
Personal activities impact the
5.4.6.G.3
local and global environment.
Water in the oceans holds a large 5.4.8.G.1
amount of heat, and therefore
significantly affects the global
climate system.
Investigations of environmental
5.4.8.G.2
issues address underlying
scientific causes and may inform
possible solutions.
Natural and human-made
5.4.12.G.1
Appendix A
that form precipitation.
Trace a path a drop of water might follow through the
water cycle.
Model how the properties of water can change as water
moves through the water cycle.
Illustrate global winds and surface currents through the
creation of a world map of global winds and currents that
explains the relationship between the two factors.
Create a model of ecosystems in two different locations,
and compare and contrast the living and nonliving
components.
Describe ways that humans can improve the health of
ecosystems around the world.
Represent and explain, using sea surface temperature
maps, how ocean currents impact the climate of coastal
communities.
Investigate a local or global environmental issue by
defining the problem, researching possible causative
factors, understanding the underlying science, and
evaluating the benefits and risks of alternative solutions.
Analyze and explain the sources and impact of a specific
BIOLOGY AP
12
12
12
12
12
12
chemicals circulate with water in
the hydrologic cycle.
Natural ecosystems provide an
array of basic functions that
affect humans. These functions
include maintenance of the
quality of the atmosphere,
generation of soils, control of the
hydrologic cycle, disposal of
wastes, and recycling of
nutrients.
Movement of matter through
Earth’s system is driven by
Earth’s internal and external
sources of energy and results in
changes in the physical and
chemical properties of the
matter.
Natural and human activities
impact the cycling of matter and
the flow of energy through
ecosystems.
Human activities have changed
Earth’s land, oceans, and
atmosphere, as well as its
populations of plant and animal
species.
Scientific, economic, and other
data can assist in assessing
environmental risks and benefits
associated with societal activity.
Earth is a system in which
chemical elements exist in fixed
amounts and move through the
solid Earth, oceans, atmosphere,
Appendix A
industry on a large body of water (e.g., Delaware or
Chesapeake Bay).
5.4.12.G.2 Explain the unintended consequences of harvesting
natural resources from an ecosystem.
5.4.12.G.3 Demonstrate, using models, how internal and external
sources of energy drive the hydrologic, carbon, nitrogen,
phosphorus, sulfur, and oxygen cycles.
5.4.12.G.4 Compare over time the impact of human activity on the
cycling of matter and energy through ecosystems.
5.4.12.G.5 Assess (using maps, local planning documents, and
historical records) how the natural environment has
changed since humans have inhabited the region.
5.4.12.G.6 Assess (using scientific, economic, and other data) the
potential environmental impact of large-scale adoption of
emerging technologies (e.g., wind farming, harnessing
geothermal energy).
5.4.12.G.7 Relate information to detailed models of the hydrologic,
carbon, nitrogen, phosphorus, sulfur, and oxygen cycles,
identifying major sources, sinks, fluxes, and residence
times.
BIOLOGY AP
and living things as part of
geochemical cycles.
Appendix A