This document outlines the pacing and content for a general biology curriculum across four units. It provides standards, big ideas, vocabulary and example activities for each unit. Unit 1 covers ecosystems, photosynthesis, cellular respiration and human impacts on the environment. Unit 2 focuses on cellular processes like cell division and differentiation, as well as homeostasis. Unit 3 addresses heredity, DNA, genes and protein synthesis. Unit 4 examines biological evolution, unity and diversity over time. Feedback mechanisms and the engineering design process are applied throughout.

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Lee M. Thurston High School
General Biology Curriculum Guide
2015-2016 Version
(Adjusted to NGSS Standards)
Content Page
Number
General Course Pacing ……………………………………………………………………………………………. 2
Unit 1 Breakdown: ………………………………………………………………………………………………….
Unit 1 Pacing
Unit 1 Standards, Big Ideas & Vocabulary
Unit 2 Breakdown: ………………………………………………………………………………………………….
Unit 2 Pacing
Unit 2 Standards, Big Ideas & Vocabulary
Unit 3 Breakdown: ………………………………………………………………………………………………….
Unit 3 Pacing
Unit 3 Standards, Big Ideas & Vocabulary
Unit 4 Breakdown: ………………………………………………………………………………………………….
Unit 4 Pacing
Unit 4 Standards, Big Ideas & Vocabulary

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General Course Pacing
Quarter Unit NGSS Standards Time
1 Unit 1: Our
Environment
HS-LS2: Ecosystems—Interactions,Energy&Dynamics
(HS-LS2-1, HS-LS2-2 , HS-LS2-3 , HS-LS2-4 , HS-LS2-5 , HS-LS2-6 , HS-LS2-7 , HS-LS2-8 , HS-LS1-5
, HS-LS1-7)
10 weeks
2 Unit 2: Our Bodies HS-LS1: From MoleculestoOrganisms—Structures&Processes
(HS-LS1-2, HS-LS1-3 , HS-LS1-4 , , HS-LS1-6 ,)
5 weeks
3 Unit 3: Our Genetic
Code
HS-LS3: Heredity—Inheritance&Variationof Traits
(HS-LS1-1 , HS-LS3-1 M, HS-LS3-2 ,HS-LS3-4)
7 weeks
4 Unit 4: Change Over
Time due to Our
Environment,Structure
& Genetic Code
HS-LS4: Biological Evolution—Unity&Diversity
(HS-LS4-1, HS-LS4-2 , HS-LS4-3 , HS-LS4-4 , HS-LS4-5 , HS-LS4-6)
8 weeks
All Units All Units The followingstandardsare appliedthroughoutall units.
HS-ETS1: EngineeringDesign
(HS-ETS1-1 , HS-ETS1-2 , HS-ETS1-3 , HS-ETS1-4)
NA

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Unit 1: Our Environment
Unit Pacing
Week Standards & Topics Leading Questions Pacing per Day
1 HS-LS2-5 , HS-LS2-3 , HS-LS1-4 , HS-LS1-1 , HS-LS1-7
PhotosynthesisandCellularRespiration
Where do living things on Earth get
the energy they need to live?
3 Days = Activity
1 Day = Summary/ ConclusionNotes
1 Day = Practice & Application
1 Day = Review
1 Day = Assessment(Quiz)
3 Days = Activity
1 Day = Summary/ ConclusionNotes
2 Day = Practice & Application
1 Day = Review
1 Day = Assessment(Quiz)
2
3
4 HS-LS2-4
EnergyFlowThroughEcosystemLevels
How is energy and matter passed
through an ecosystem?
5 Days = Activity
1 Day = Summary/ ConclusionNotes
2 Day = Practice & Application
1 Day = Assessment(Quiz)
5
6 HS-LS2-1 , HS-LS2-6 , HS-LS2-2 , HS-LS2-8
CarryingCapacity,LimitingFactors,Biodiversity&Stability
Whathappenstoanecosystem and
its living things when there are
changes to its energy and matter
resources?
5 Days = ActivityPart
1 Day = Summary/ ConclusionNotes
2 Day = Practice & Application
1 Day = Assessment
7
8 HS-LS2-7
Human Activity/Impact& Climate Change
What role do humans play in
altering organisms’ energy and
matter resources?
5 Days = Activity
1 Day = Summary/ ConclusionNotes
2 Days = Practice & Application
1 Day = Assessment(Quiz)
9
10 Unit Assessment NA 3 Days = Review&Unit Conclusion
1 Day = Assessment(Exam)

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Standard HS-LS2-3 , HS-LS2-5 , HS-LS1-4 , HS-LS1-6
Description
 Use a model toillustrate howphotosynthesistransformslightenergyintostoredchemical energy.
 Use a model toillustrate thatcellularrespirationisachemical processwherebythe bondsof foodmoleculesandoxygenmolecules
are brokenand the bondsin newcompoundsare formedresultinginanettransferof energy.
 Constructand revise anexplanationbasedonevidence forhowcarbon,hydrogen,andoxygenfromsugarmoleculesmaycombine
withotherelementstoformaminoacidsand/orotherlarge carbon-basedmolecules.
*Studentsdo NOThaveto learn aboutspecificbiochemical reactions(i.e.hydrolysis/dehydrationsynthesis) ortheidentificationof
macromolecules.
Big Ideas
 Photosynthesisandcellularrespirationprovide mostof the energyforlife processes.
 The processof photosynthesisconvertslightenergytostoredchemical energybyconvertingcarbondioxide pluswaterintosugars
plusreleasedoxygen.
 The sugar moleculesthusformedcontaincarbon,hydrogen,andoxygen(theirhydrocarbonbackbonesare usedtomake other
moleculesinlivingsystems).
 As a resultof these chemical reactions,energyistransferredfromone systemof interactingmoleculestoanother.
 Cellularrespirationisachemical processinwhichthe bondsof foodmoleculesandoxygenmoleculesare brokenandnew
compoundsare formedthatcan transportenergytomuscles.
 Cellularrespirationalsoreleasesthe energyneededtomaintainbodytemperature despiteongoingenergytransfertothe
surroundingenvironment.
 The main waythat solarenergyiscapturedand storedonEarth isthroughcomplex chemical processessuchasphotosynthesis.
Vocabulary  Matter
 Energy
 Photosynthesis
 CellularRespiration
 Aerobic
 Anaerobic
Ideas for
Lessons /
Activities

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Standard HS-LS2-4
Description
 Constructand revise anexplanationbasedonevidence forthe cyclingof matterandflowof energyinaerobicandanaerobic
conditions.
 Use mathematical representationstosupportclaimsforthe cyclingof matter andflow of energyamongorganismsinanecosystem.
 Developamodel toillustrate the role of photosynthesisandcellularrespirationinthe cyclingof carbonamongthe biosphere,
atmosphere,hydrosphere,andgeosphere.
Big Ideas
 Photosynthesisandcellularrespirationprovide mostof the energyforlife processes.
 As matterand energyflowthroughthe organizational levelsof livingsystems,chemical elementsare recombinedindifferent ways
to formdifferentproducts.
 Energyis transferredfromone systemof interactingmoleculestoanother.
 Cellularrespirationisachemical processinwhichthe bondsof foodmoleculesandoxygenmoleculesare brokenandnew
compoundsare formedthatcan transportenergytomuscles.
 Cellularrespirationalsoreleasesthe energyneededtomaintainbodytemperature despiteongoingenergytransfertothe
surroundingenvironment.
 Plantsor algae formthe lowestlevel of the foodweb.
 At eachlinkupwardina foodweb,onlyasmall fractionof the matter consumedatthe lower level istransferredupward,to
produce growthand release energyincellularrespirationatthe higherlevel.
 There are generallyfewerorganismsathigherlevelsof afoodweb.
 Some matterreacts to release energyforlife functions,somematterisstoredinnewlymade structures,andmuchislost/discarded.
 The chemical elementsthatmake upthe moleculesof organismspassthroughfoodwebsandintoandoutof the atmosphere and
soil,andtheyare combinedandrecombinedindifferentways.
 At eachlink/levelinanecosystem,matterandenergyare conserved.
Vocabulary  Matter
 Energy
 Cycle / Flow
 Organism
 Ecosystem
 FoodWeb / Chain/ Pyramid
 Biomass
Ideas for
Lessons /
Activities

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Standard HS-LS2-1 , Standard HS-LS2-2 , Standard HS-LS2-6 , Standard HS-LS2-8
Description
 Use mathematical and/orcomputational representationstosupportexplanationsof factorsthataffectcarryingcapacity.
 Use mathematical representationstosupportandrevise explanationsbasedonevidence aboutfactorsaffecting biodiversityand
populationsinecosystemsof differentscales.
 Evaluate claims,evidence,andreasoningthatthe complex interactionsinecosystemsmaintainrelativelyconsistentnumbersand
typesof organismsinstable conditions,butchangingconditions mayresultinanewecosystem.
 Evaluate the evidence forthe role of groupbehavioronindividualandspecies’chancestosurvive andreproduce.
Big Ideas
 Biodiversityisincreasedbythe formationof newspecies,anddecreasedbythe lossof species.
 A complex setof interactionswithinanecosystemcankeepitsnumbersandtypesof organismsconstantoverlongperiodsof time
(understable conditions).
 If a small biologicaldisturbance,orphysical disturbance,toanecosystemoccurs,itmayremainin its original status/stability.
 Extreme changestoconditionscandrasticallychange the functioningof the ecosystem,itsresources,habitatavailability,andthe
numbers/typesof organismsthatitcan support.
 Group behaviorhasevolvedbecause membershipcanincrease the chancesof survival forindividualsandtheirgeneticrelatives.
Vocabulary  Affect
 Biodiversity
 Disturbance
 Ecosystem
 Extinction
 Factor
 Organism
 Resources
 Speciation
 Species
 Stability
Ideas for
Lessons /
Activities

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Standard HS-LS2-7
Description
 Design,evaluate,andrefine asolutionforreducingthe impactsof humanactivitiesonthe environmentandbiodiversity.
Big Ideas
 Human activityhashuge impactson biodiversitythroughthingslikeoverpopulation, overexploitation,habitatdestruction,pollution,
introductionof invasivespecies,andclimate change.
 Sustainingbiodiversityaidshumanitybypreservinglandscapesandresources.
 Whenevaluatingsolutionsitisimportanttotake intoaccounta range of constraintsincludingcost,safety,reliability,andaesthetics
and to considersocial-cultural-andenvironmentalimpacts.
Vocabulary  Anthropogenic
 Biodiversity
 Climate Change
 Exploit
 Habitat
 Invasive Species
 Overpopulation
 Pollution
 Resources
Ideas for
Lessons /
Activities

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Unit 2: Our Bodies
Unit Pacing
Week Standards & Topics Leading Questions Pacing per Day
1 HS-LS1-4
Cell Division,Differentiation&Growth
How do we grow into complex
organisms made of many cells and
body parts?
5 Days = Activity
1 Day = Summary/ ConclusionNotes
2 Days = Practice & Application
1 Day = Review
1 Day = Assessment(Quiz)
2
3 HS-LS1-2 , HS-LS1-3
Homeostasis&MulticellularOrganization
Howdo ourbodieskeep ushealthy?
What happens when there are
changes inside / outside of our
bodies?
5 Days = Activity
1 Day = Summary/ ConclusionNotes
2 Days = Practice & Application
1 Day = Review
1 Day = Assessment(Quiz)
4
5 Unit Assessment NA 3 Days = Review&Unit Conclusion
1 Day = Assessment(Exam)

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Standard HS-LS1-4
Description
 Use a model toillustrate the role of cellulardivision(mitosis) anddifferentiationinproducingandmaintainingcomplexorganisms.
 *StudentsdoNOT have to learnaboutthe specificstepsof mitosis.
Big Ideas
 In multicellularorganismsindividualcellsgrowandthendivide viaaprocesscalledmitosis.
 Mitosisallowscomplexorganismstogrow.
 The organismbeginsasa single cell (afertilizedegg) thatdividessuccessivelytoproduce manycells,witheachparentcell passing
identical geneticmaterial(twovariantsof eachchromosome pair) tobothdaughtercells.
 Cell divisionanddifferentiationproduce andmaintainacomplex organism,composedof tissuesandorgansthat worktogether to
meetthe needsof the whole organism.
 Each chromosome consistsof a single verylongDNA molecule,andeachgene onthe chromosome isaparticularsegmentof that
DNA.
Vocabulary  “Daughter”Cells
 “Parent”Cells
 Cancer
 Cell Cycle
 Cell Division
 Cells
 Checkpoints
 Chromosomes
 Differentiation
 DNA Replication
 Egg
 GeneticInformation
 Growth
 Mitosis
 Somatic/ Non-Sex Cells
 Sperm
 Zygote / FertilizedEgg

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Ideas for
Lessons /
Activities
Standard HS-LS1-2 , HS-LS1-3
Description
 Developanduse a model toillustrate the hierarchical organizationof interactingsystemsthatprovide specificfunctionswithin
multicellularorganisms.
 Planand conductan investigationtoprovide evidence thatfeedbackmechanismsmaintainhomeostasis.
Big Ideas
 Systemsof specializedcellswithinorganismshelpthemperformthe essentialfunctionsof life.
 Livingthingsmustbe able to uptake nutrients,transferwater,move andrespondtostimuli,reproduce,andexpel waste.
 Multicellularorganismshave ahierarchical structural organization,inwhichanyone systemismade upof numerouspartsandis
itself andcomponentof the nextlevel.
 Feedbackmechanisms maintainalivingsystem’sinternalconditionswithincertainlimitsandmediate behaviors,allowingitto
remainalive andfunctional (evenasexternal conditionschange).
 Feedbackmechanismscanencourage (positive feedback) ordiscourage (negative feedback) whatisgoingoninside the living
system.
Vocabulary  Cells
 Expel
 Feedback Mechanism
 Hierarchy
 Homeostasis
 Levelsof LivingOrganization
 Life Functions
 MulticellularOrganism
 Negative Feedback
 Nutrients
 Organ Systems
 Organism
 Organs
 Positive Feedback
 Reproduce
 Stimuli

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 Structure and Function
 Tissues
 Waste
 Water
Ideas for
Lessons /
Activities

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Unit 3: Our Genetic Code
Unit Pacing
Week Standards & Topics Leading Questions Pacing per Day
1 HS-LS3-3 , HS-LS3-1
Heredity
Why do you look the way that you
do?
What are the chances of you
passing on your traits to future
kids?
5 Days = Activity
1 Day = Summary/ ConclusionNotes
2 Days = Practice & Application
1 Day = Review
1 Day = Assessment(Quiz)
2
3 HS-LS1-1
The GeneticCode & ProteinSynthesis
Where do our cells get the
instructions to make us look and
function the way that we do?
5 Days = Activity
1 Day = Summary/ ConclusionNotes
2 Days = Practice & Application
1 Day = Review
1 Day = Assessment(Quiz)
4
5 HS-LS3-2
GeneticError
What happens when there is a
mistake in our cell’s instructions?
5 Days = Activity
1 Day = Summary/ ConclusionNotes
2 Days = Practice & Application
1 Day = Review
1 Day = Assessment(Quiz)
6
7 Unit Assessment NA 3 Days = Review&Unit Conclusion
1 Day = Assessment(Exam)

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Standard HS-LS1-1
Description
 Constructan explanationbasedonevidence forhowthe structure of DNA determinesthe structure of proteinswhichcarryout the
essential functionsof life throughsystemsof specializedcells.
Big Ideas
 DNA is a biomolecule,whichmeansitisa molecule foundinlivingorganisms.
 All cellscontaingeneticinformationinthe formof DNA molecules.
 DNA is made of phosphate,sugar,andnitrogenousbases.
 The “geneticcode”isstoredwithinthe sequence of the nitrogenousbaseswithinDNA.
 Genesare regionsinthe DNA thatcontainthe instructionsthatcode forthe formationof proteins,whichcarryoutthe most of the
workof cells.
 Cellscopythe nitrogenousbase sequencefromDNA ontoa differenttype of nucleicacid(calledRNA),sothatthe code can safely
leave the nucleus.
 Cellsthentranslate the nucleicacidcode,intoa proteinbyplacingaminoacidsina specificsequence.
 The unique orderof the geneticcode,andthe aminoacids,determinesthe unique typesof proteinsmade.
All cellsinan organismhave the same geneticcontent,butthe genesused(orexpressed)bythe cell maybe regulatedindifferent
ways.
 Notall DNA codesfora protein,some segmentsof DNA are involvedinregulatoryorstructural functionsandhave noyet-known
function.
 *StudentsdoNOT have to learnaboutthe biochemistryof proteinsynthesis.
Vocabulary  AminoAcids
 DNA
 GeneticCode
 Molecule
 NitrogenousBases
 NucleicAcid
 Protein
 Protein
 ProteinSynthesis/Synthesis
 RNA

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 Structure
 Translate
Ideas for
Lessons /
Activities
Standard HS-LS3-1 , HS-LS3-3
Description
 Askquestionstoclarifyrelationshipsaboutthe role of DNA andchromosomesincodingthe instructionsforcharacteristictraits
passedfromparentsto offspring
 Applyconceptsof statisticsandprobabilitytoexplainthe variationanddistributionof expressedtraitsinapopulation.
Big Ideas
 DNA is a biomolecule,whichmeansitisa molecule foundinlivingorganisms.
 All cellscontaingeneticinformationinthe formof DNA molecules.
 Genesare regionsinthe DNA thatcontainthe instructionsthatcode forthe formationof proteins,whichcarryoutthe most of the
workof cells.
 The instructionsforformingspecie’scharacteristicsare carriedinDNA.
 Genescome indifferentvariations,calledalleles.
 There are at least2 variations,oralleles,foreverygene inanorganism’sgeneticcode.
 An organismmusthave 2 allelesforeachof itsgenes.
 An organisminherits1allele fromthe male-parent,and1allele fromthe female-parent.
 Allelescancome indominantor recessive variations.
 Once scientistsknowwhichtypesof allelesanorganismcontainsfora gene,theycanmake predictionsastothe probability of it
producingcertaintraitsintheiroffspring.
 The resultingappearance isnota literal blending,or“in-between”of the traitsfromthe parents.
 Some traitsare inheritedinmore complex mannersthanjustdominantandrecessive.
Vocabulary  DNA
 Chromosome
 Traits / Genes
 Alleles
 Variation
 Offspring
 Parent/s

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 Gene Expression
 DominantAllele
 Recessive Allele
 Probability
Ideas for
Lessons /
Activities
Standard HS-LS3-2
Description
 Make and defendaclaimbasedonevidence thatinheritable geneticvariationsmayresultfrom: (1) newgeneticcombinations
throughmeiosis(2) viable errorsoccurringduringreplicationand/or(3) mutationscausedbyenvironmentalfactors.
Big Ideas
 For reproductioninmulticellularorganisms,the organismsmustmake more of theirsex cells(gametes).
 The male sex-cellsare sperm.
 The female sex-cellsare eggs.
 Organismsuse a processcalledMeiosisinordertoproduce more sex cells/gametes.
*Studentsdo NOThaveto learn aboutthedetails/stepsof Meiosis.
 Duringthe separationof the geneticinformationinMeiosis,errorscanoccur,leadingthe daughtercellstohave the wrongamount
of geneticinformation.
 If sperm/eggcellswithgeneticerrorsare usedtoproduce offspring,the offspringcandevelopdisorders/defectsasa result.
 A mutationisa change in the geneticcode withinanorganism.
 Mutationscan be causedbyrandom error,or environmental factors.
 Mutationsdo notalwayshave a negative effectonthe organism,butwhentheydo,theyoftenleadtothe developmentof
disordersanddiseases.
 A mutationtoan organism’sDNA will leadtoa change inthe typesof aminoacidssequenced,andthe typesof proteinsthatare
produced.
Vocabulary  DNA
 Meiosis
 Gametes
 Sperm
 Egg
 GeneticError

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 Karyotype
 Mutation
 Protein
Ideas for
Lessons /
Activities

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Unit 4: Change Over Time Due To Our Environment, Structure
& Genetic Code
Unit Pacing
Week Standards & Topics Leading Questions Pacing per Day
1 HS-LS4-2 , HS-LS4-3 , HS-LS4-4 , HS-LS4-5
Natural Selection&ChangestoPopulations
How can changes to an
environment cause a group of
organisms to change over time?
How can an organism’s body
structures make it better suited for
an environment?
Why is our genetic code important
to the change in a population over
time?
5 Days = Activity
1 Day = Summary/ ConclusionNotes
5 Days = Practice & Application
1 Day = Review
1 Day = Assessment(Quiz)
2
3
4 HS-LS4-1
Evidence forEvolution
What is biological evolution?
What evidence supports biological
evolution?
5 Days = Activity
1 Day = Summary/ ConclusionNotes
2 Days = Practice & Application
1 Day = Review
1 Day = Assessment(Quiz)
5
6 HS-LS4-6
Human Impacton Evolution
Are humans evolving?
How does human activity drive
other populations to evolve?
5 Days = Activity
1 Day = Summary/ ConclusionNotes
2 Days = Practice & Application
1 Day = Review
1 Day = Assessment(Quiz)
7
8 Unit Assessment NA 3 Days = Review&Unit Conclusion
1 Day = Assessment(Exam)

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Standard HS-LS4-2 , HS-LS4-3 , HS-LS4-4 , HS-LS4-5
Description
 Constructan explanationbasedonevidence thatthe processof evolutionprimarilyresultsfromfourfactors: (1) the potential fora
speciestoincrease innumber,(2) the heritablegeneticvariationof individualsinaspeciesdue tomutationandsexual
reproduction,(3) competitionforlimitedresources,and(4) the proliferationof those organismsthatare betterable tosurvive and
reproduce inthe environment.
 Applyconceptsof statisticsandprobabilitytosupportexplanationsthatorganismswithan advantageousheritable traittendto
increase inproportiontoorganismslackingthistrait.
 Constructan explanationbasedonevidence forhownatural selectionleadstoadaptationof populations.
 Evaluate the evidence supportingclaimsthatchangesinenvironmentalconditionsmayresultin:(1) increasesinthe numberof
individualsof some species,(2) the emergence of newspeciesovertime,and(3) the extinctionof otherspecies.
Big Ideas
 Evolutionisthe change inthe allele frequencyof apopulationovertime.
 Natural selectionoccursonlyif there isbothvariationinthe geneticinformationbetweenorganismsinapopulation,and,variation
inthe expressionof thatgeneticinformation(whichleadstodifferencesinperformance among individuals).
 The traits that positivelyaffectsurvivalare more likelytobe reproduced,andthusare more common inthe population.
 Evolutionisaconsequence of the interactionof fourfactors: (1) the potential fora speciestoincrease innumber,(2) the genetic
variationof individualsinaspeciesdue tomutationandsexual reproduction,(3) competitionforanenvironment’slimitedsupplyof
the resourcesthatindividualsneedinordertosurvive andreproduce,(4) the ensuingproliferationof those organismsthatare
betterable tosurvive andreproduce inthatenvironment.
 Natural selectionleadstoadaptationthatis,to a populationdominatedbyorganismsthatare anatomically,behaviorally,and
physiologicallywell suitedtosurvive andreproduce inaspecificenvironment.
 The differential survival andreproductionof organismsinapopulationthathave anadvantageousheritable traitleadstoan
increase inthe proportionof individualsinfuture generationsthathave the traitand to a decrease inthe proportionof individuals
that do not.
 Adaptationalsomeansthatthe distributionof traitsinapopulationcanchange whenconditionschange.
 Changesinthe physical environment,whethernaturallyoccurringorhumaninduced,have thuscontributedtothe expansionof
some species,the emergence of newdistinctspeciesaspopulationsdiverge underdifferentconditions,andthe decline-and
sometimesextinction-ofsome species.
 Speciesbecome extinctbecausetheycannolongersurvive andreproduce intheiralteredenvironment.
 If memberscannotadjustto change that istoo fast or drastic,the opportunityforthe species’evolutionislost.

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Vocabulary  Adapt/ Adaptation
 Allele Frequency
 Evolution
 Extinction
 GeneticVariation/Diversity
 Natural Selection
 Population
 Species/Speciation
 Successful
 Survival
Ideas for
Lessons /
Activities
 Evolutionof Birdsof CliplandActivity(BirdBeaks+Resources+ Natural Selection)
Standard HS-LS4-1
Description
 Communicate scientificinformationthat commonancestryandbiological evolutionare supportedbymultiple linesof empirical
evidence.
Big Ideas
 Geneticinformationprovidesevidence of evolution.
 DNA sequencesvaryamongspecies,butthere are manyoverlaps.
 The ongoingbranchingthat producesmultiple linesof descentcanbe inferredbycomparingthe DNA sequencesof different
organisms. Suchinformationisalsoderivable fromthe similaritiesanddifferencesinaminoacidsequencesandfromanatomical
and embryological evidence.
Vocabulary  Evidence
 DNA
 Embryo/ Embryology
 Fossil
 Anatomy
 HomologousTrait
 Vestigial Trait

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 AnalogousTrait
 CommonAncestor
 Descent
 PhylogeneticTree
Ideas for
Lessons /
Activities


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Standard HS-LS4-6
Description
 Create or revise asimulationtotesta solutiontomitigate adverseimpactsof humanactivityonbiodiversity.
Big Ideas
 Humansdependonthe livingworldforthe resourcesandotherbenefitsprovidedybiodiversity.
 Human activityisalsohavingadverse impactsonbiodiversitythroughoverpopulation,overexploitation,habitatdestruction,
pollution,introductionof invasive species,andclimate change.
 Whenevaluatingsolutionsforthe effectsof humanactivityonthe environment,itisimportanttotake intoaccountthe range of
constraints,includingcost,safety,reliability,andaesthetics,andtoconsidersocial-cultural-andenvironmental impacts.
Vocabulary  Anthropogenic
 Natural Selection
 Artificial Selection
 Climate Change
Ideas for
Lessons /
Activities
