The below standards provide a breakdown of which standards are covered in each of the PSI Biology course units. We have included the College Board AP standards, Next Generation Science Standards, New Jersey Core Curriculum Content Standards, and the Colorado Academic Standards. This is designed to serve as a tool for teachers who may need to reference different standards in their unit plans.
Unit 1: Origin of Life
Standard Content Statement
AP
EK 1.D.1 There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence.
EK 1.D.2 Scientific evidence from many different disciplines supports models of the origin of life.
NGSS
HS-ESS1-2 Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems.
HS-ESS1-3 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection
HS-ESS1-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
NJCCCS
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.5 Critique evidence for the theory that the universe evolved as it expanded from a single point 13.7 billion years ago.
CAS-Science
3.HS.1 The history of the universe, solar systems and Earth can be inferred from evidence left from past events.
Unit 2: Large Biological Molecules
Standard Content Statement
AP
EK 1.D.1 There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence.
EK 4.A.1 The subcomponents of biological molecules and their sequence determine the properties of that molecule.
NGSS HS LS1 – 6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules
NJCCCS 5.3.12.A.1 Represent and explain the relationship between the structure and function of eachclass of complex molecules using a variety of models
CAS-Science
2.HS.3 Cellular metabolic activities are carried out by biomolecules produced by organisms.
Unit 3: Membranes and Enzymes
Standard Content Statement
AP
EK 2.A.3 Organisms must exchange matter with the environment to grow, reproduce and maintain organization.
EK 2.B.1 Cell membranes are selectively permeable due to their structure.
EK 2.B.2 Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes.
EK 2.B.3 Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.
EK 4.B.1 Interactions between molecules affect their structure and function.
NGSS HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
NJCCCS 5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
CAS-Science
2.HS.3 Cellular metabolic activities are carried out by biomolecules produced by organisms
2.HS.5 Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments
Unit 4: Genes
Standard Content Statement
AP
EK 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
EK 2.E.1 Timing and coordination of specific events are necessary for the normal development of an organism, and these events are regulated by a variety of mechanisms.
EK 3.A.3 The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring.
EK 3.B.1 Gene regulation results in differential gene expression, leading to cell specialization.
NGSS
HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations
may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
NJCCCS 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 applications of genome projects. 5.3.12.D.2
a change in a specific DNA code, and provide specific real world examples of conditions caused by mutations.
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).
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 base and/or amino acid sequence).
CAS-Science
2.HS.7 Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins
Unit 5: Energy Processing
Standard Content Statement
AP EK 2.A.1EK 2.A.2 All living systems require constant input of free energy.Organisms capture and store free energy for use in biological processes.
NGSS
HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem
NJCCCS
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.
5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.
CAS-Science
2.HS.1 Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem
2.HS.4 The energy for life primarily derives from the interrelated processes of
photosynthesis and cellular respiration. Photosynthesis transforms the sun's light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken.
Unit 6 Prokaryotes and Viruses
Standard Content Statement
AP EK 1.B.2 Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested
EK 1.D.1 There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence.
EK 2.A.2 Organisms capture and store free energy for use in biological processes. EK 3.C.3 Viral replication results in genetic variation, and viral infection can introduce
genetic variation into the hosts.
NGSS
HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-ESS2-7 Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
NJCCCS 5.3.12.E.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.).
CAS-Science
2.HS.1 Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem
2.HS.4 The energy for life primarily derives from the interrelated processes of
photosynthesis and cellular respiration. Photosynthesis transforms the sun's light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken.
Unit 7 Eukaryotes and Gene Expression
Standard Content Statement
AP
EK 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
EK 1.B.2 Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested
EK 1.D.1 There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence.
EK 2.B.3 Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.
EK 2.E.1 Timing and coordination of specific events are necessary for the normal development of an organism, and these events are regulated by a variety of mechanisms.
EK 3.A.3 The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring.
EK 3.B.1 Gene regulation results in differential gene expression, leading to cell specialization.
EK 3.C.2 Biological systems have multiple processes that increase genetic variation.
NGSS
HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
NJCCCS
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.
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).
5.3.12.E.1 Account for the appearance of a novel trait that arose in a given population
CAS-Science
2.HS.8 Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome
Unit 8: Mitosis and Meiosis
Standard Content Statement
AP
EK 3.A.1 DNA, and in some cases RNA, is the primary source of heritable information. EK 3.A.2 In eukaryotes, heritable information is passed to the next generation via processes
that include the cell cycle and mitosis or meiosis plus fertilization.
NGSS
HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors
NJCCCS
5.3.12.A.4
Distinguish between the processes of cellular growth (cell division) and development (differentiation).
5.3.12.A.4 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.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization).
CAS-Science
2.HS.7 Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins
2.HS.8 Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome.
Unit 9: Inheritance
Standard Content Statement
AP
EK 3.A.1 DNA, and in some cases RNA, is the primary source of heritable information. EK 3.A.2 In eukaryotes, heritable information is passed to the next generation via processes
that include the cell cycle and mitosis or meiosis plus fertilization.
EK 3.A.3 The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring.
EK 3.A.4 The inheritance pattern of many traits cannot be explained by simple Mendelian genetics.
NGSS
HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations
may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors
NJCCCS
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
5.3.12.E.4 Account for the evolution of a species by citing specific evidence of biological mechanisms.
CAS-Science
2.HS.7 Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins
Unit 10: Evolution and Population Genetics
Standard Content Statement
AP
EK 1.A.1 Natural selection is a major mechanism of evolution.
EK 1.A.2 Natural selection acts on phenotypic variations in populations. EK 1.A.3 Evolutionary change is also driven by random processes.
EK 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
EK 1.C.1 Speciation and extinction have occurred throughout the Earth’s history. EK1.C.3 Populations of organisms continue to evolve.
EK 4.C.3 The level of variation in a population affects population dynamics.
NGSS
HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS4 – 2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
NJCCCS
5.3.12.E.2 Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence). 5.3.12.E.3 Provide a scientific explanation for the history of life on Earth using scientific
evidence (e.g., fossil record, DNA, protein structures, etc.). 5.3.12.E.4
Account for the evolution of a species by citing specific evidence of biological mechanisms.
CAS-Science
2.HS.2 The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem
2.HS.9 Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment
Unit 11: Classification
Standard Content Statement
AP
EK 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
EK 1.B.2 Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested
EK 1.C.1 Speciation and extinction have occurred throughout the Earth’s history. EK1.C.3 Populations of organisms continue to evolve.
EK 4.C.4 The diversity of species within an ecosystem may influence the stability of the ecosystem.
NGSS HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to
organisms lacking this trait.
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
NJCCCS
5.3.12.E.2 Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence). 5.3.12.E.4
Account for the evolution of a species by citing specific evidence of biological mechanisms.
CAS-Science
2.HS.2 The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem
2.HS.9 Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment
Unit 12: Ecology
Standard Content Statement
AP
EK 1.A.4 Biological evolution is supported by scientific evidence from many disciplines, including mathematics.
EK 1.B.2 Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested
EK 1.C.1 Speciation and extinction have occurred throughout the Earth’s history. EK 1.C.2 Speciation may occur when two populations become reproductively isolated
from each other.
EK 4.A.5 Communities are composed of populations of organisms that interact in complex ways.
EK 4.C.4 The diversity of species within an ecosystem may influence the stability of the ecosystem.
NGSS
HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem
HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity
HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
NJCCCS 5.4.12.G.1 Analyze and explain the sources and impact of a specific 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.
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).
CAS-Science
2.HS.1 Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem
3.HS.5 There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources
3.HS.6 The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes
3.HS.7 Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms
Unit 13: Anatomy & Physiology
Standard Content Statement
AP
EK 2.C.2 Organisms respond to changes in their external environments.
EK 2.D.2 Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments.
EK 2.D.4 Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis.
EK 3.E.1 Individuals can act on information and communicate it to others.
NGSS
HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
NJCCCS
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.E.2 Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence).
CAS-Science
2.HS.6 Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments
