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SCOPE AND SEQUENCE

BIOLOGY
GRADE 10
ACADEMIC YEAR 2023-2024

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UNIT 4: Genetics Chapter 14: RNA and Protein Synthesis

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.
[Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the
process.]
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Asking Questions and Defining Problems Asking • LS1.A: Structure and Function All cells • Cause and Effect Empirical
questions and defining problems in 9-12 builds on K- contain genetic information in the form of evidence is required to
8 experiences and progresses to formulating, refining DNA molecules. Genes are regions in the differentiate between cause and
and evaluating empirically testable questions and DNA that contain the instructions that code correlation and make claims
design problems using models and simulations. Ask for the formation of proteins. (secondary) about specific causes and
questions that arise from examining models or a (Note: This Disciplinary Core Idea is also effects.
theory to clarify relationships. addressed by HS-LS1-1.) LS3.A: Inheritance
of Traits Each chromosome consists of a
single very long DNA molecule, and each
gene on the chromosome is a particular
segment of that DNA. The instructions for
forming species' characteristics are carried
in DNA. All cells in an organism have the
same genetic content, but the genes used
(expressed) by the cell may be regulated in
different ways. Not all DNA codes for a
protein; some segments of DNA are involved
in regulatory or structural functions, and
some have no as-yet known function.
Curriculum Integration: Common Core State Standards Connections:
English Language Arts Mathematics
 RST.11-12.3: Follow precisely a complex  MP.4: Model with mathematics. Students can use mathematical models
multistep procedure when carrying out to represent the relationship between RNA and DNA, or to analyze the
experiments, taking measurements, or structure and properties of RNA molecules, such as calculating the
performing technical tasks, attending to percentage of different RNA bases in a given sequence.
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special cases or exceptions defined in the text.
In this lesson, students can follow a multistep
procedure outlined in the text or a lab activity
to extract and analyze RNA, paying attention
to any special cases or exceptions mentioned
in the instructions.
 WHST.11-12.2: Write informative/explanatory
texts, including the narration of historical
events, scientific procedures/experiments, or
technical processes. Students can write
informative texts or lab reports that explain the
structure and function of RNA, as well as the
process of transcription and translation.
 HSF-IF.C.7: Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using technology for
more complicated cases. While not directly related to RNA, students can
use graphing tools or software to explore and analyze RNA-related data,
such as gene expression levels over time or the effect of mutations on
RNA structure and function.
 HSF-BF.A.1: Write a function that describes a relationship between two
quantities. Students can write functions that represent the process of
transcription and translation, showing how the DNA sequence is
transcribed into mRNA and then translated into a protein sequence.

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.
[Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific
protein structures and functions, or the biochemistry of protein synthesis.]
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Constructing Explanations and Designing LS1.A: Structure and Function Structure and Function
Solutions Constructing explanations and designing  Systems of specialized cells within  Investigating or designing
solutions in 9–12 builds on K–8 experiences and organisms help them perform the essential new systems or structures
progresses to explanations and designs that are functions of life. requires a detailed examination
supported by multiple and independent student  All cells contain genetic of the properties of different
generated sources of evidence consistent with information in the form of DNA molecules. materials, the structures of
scientific ideas, principles, and theories. Genes are regions in the DNA that contain different components, and
 Construct an explanation based on valid and the instructions that code for the formation of connections of components to
reliable evidence obtained from a variety of sources proteins, which carry out most of the work of reveal its function and/or solve
(including students’ own investigations, models, cells. (Note: This Disciplinary Core Idea is a problem.
theories, simulations, peer review) and the also addressed by HS-LS3-1.)
assumption that theories and laws that describe the
natural world operate today as they did in the past

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and will continue to do so in the future

Curriculum Integration: Common Core State Standards Connections:
English Language Arts
RST.11- Cite specific textual evidence to support analysis of science and
12.1 technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account. (HS-
LS1-1)
WHST.9- Write informative/explanatory texts, including the narration of
12.2 historical events, scientific procedures/ experiments, or technical
processes. (HS-LS1-1)
WHST.9- Draw evidence from informational texts to support analysis,
12.9 reflection, and research. (HS-LS1-1)
Mathematics
MP.4 Model with mathematics: Students can use
mathematical models to represent and analyze the
structures and functions of cells. They can develop
mathematical representations, such as diagrams,
equations, or formulas, to describe the relationship
between cell structures and their specific functions.
HSF-IF.C.7 Graph functions: Students can graphically
represent and analyze data related to cell structures
and processes. For example, they can create graphs to
illustrate the relationship between variables like cell
size and surface area, cell volume and metabolic rate,
or enzyme concentration and reaction rate.

HSF-BF.A.1 Write a function: Students can write

mathematical functions that describe the relationship
between cell structures and their functions. They can
develop equations or functions that capture the quantitative
relationship between variables, such as the relationship
between the surface area-to-volume ratio of a cell and its
ability to exchange materials with the environment.
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.
[Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.]
[Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the
process.]
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Engaging in Argument from Evidence LS3.B: Variation of Traits Cause and Effect
Engaging in argument from evidence  In sexual reproduction, chromosomes can  Empirical evidence is required to
in 9-12 builds on K-8 experiences sometimes swap differentiate between cause and correlation
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and progresses to using appropriate sections during the process of meiosis (cell and make claims about specific causes and
and sufficient evidence and scientific division), thereby creating new genetic effects.
reasoning to defend and critique combinations and thus more genetic
claims and explanations about the variation. Although DNA replication is tightly
natural and designed worldS). regulated and remarkably accurate, errors do
Arguments may also come from occur and result in mutations, which are also
current scientific or historical a source of genetic variation. Environmental
episodes in science. factors can also cause mutations in genes,
•Make and defend a claim based on and viable mutations are inherited.
evidence about the natural world that  Environmental factors also affect
reflects scientific knowledge and expression of traits, and hence affect the
student-generated evidence. probability of occurrences of traits in a
population. Thus the variation and distribution
of traits observed depends on both genetic
and environmental factors.
Curriculum Integration: Common Core State Standards Connections:
English Language Arts Mathematics
ELA/Literacy - MP.2 Reason abstractly and quantitatively. (HS-
RST.11- Cite specific textual evidence to support analysis of science and LS3-2)
12.1
technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account. (HS-
LS3-2)
WHST.9- Write arguments focused on discipline-specific content. (HS-LS3-
12.1
2)
UNIT 5: Evolution Chapter 17: Darwin’s Theory of Evolution
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.
[Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms,
behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and
adaptation of species. Examples of evidence could

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include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment
does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.]
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Constructing Explanations and Designing Solutions LS4.B: Natural Selection Cause and Effect
Constructing explanations and designing solutions in 9-12 Natural selection occurs only if there Empirical evidence is required
builds on K-8 experiences and progresses to explanations and is both (1) variation in the genetic to differentiate between cause
designs that are supported by multiple and independent information between organisms in a and correlation and make
student-generated sources of evidence consistent with population and (2) variation in the claims about specific causes
scientific ideas, principles, and theories. expression of that genetic information and effects.
• Construct an explanation based on valid and reliable —that is, trait variation—that leads to
evidence obtained from a variety of sources (including differences in performance among
students' own investigations models, theories, simulations, individuals.
peer review) and the assumption that theories and laws that LS4.C: Adaptation
describe the natural world operate today as they did in the Evolution is a consequence of the
past and will continue to do so in the future interaction of four factors: (1) the
potential for a species to increase in
number, (2) the genetic variation of
individuals in a species due to
mutation and sexual reproduction, (3)
competition for an environment’s
limited supply of the resources that
individuals need in order to survive
and reproduce, and (4) the ensuing
proliferation of those organisms that
are better able to survive and
reproduce in that environment.
Curriculum Integration: Common Core State Standards Connections:
English Language Arts Mathematics
RST-11.12.1 Cite specific textual evidence to support analysis N/A
of science and technical texts, attending to important
distinctions the author makes and to any gaps or
inconsistencies in the account. (HS-LS4-2)

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WHST.9-12.2 Write informative/explanatory texts,

including the narration of historical events, scientific
procedures/ experiments, or technical processes. (HS-LS4-2)
WHST.9-12.9 Draw evidence from informational texts to
support analysis, reflection, and research. (HS-LS4-2)
SL.11-12.4 Present claims and findings, emphasizing salient
points in a focused, coherent manner with relevant evidence,
sound valid reasoning, and well-chosen details; use
appropriate eye contact, adequate volume, and clear
pronunciation. (HS-LS4-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-2)
MP.4 Model with mathematics. (HS-LS4-2)
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.
[Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence
to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis.
Assessment does not include allele frequency calculations.]
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Analyzing and Interpreting Data LS4.B: Natural Selection Patterns
Analyzing data in 9–12 builds on K–8 experiences and Natural selection occurs only if there Different patterns may be
progresses to introducing more detailed statistical analysis, is both (1) variation in the genetic observed at each of the scales
the comparison of data sets for consistency, and the use of information between organisms in a at which a system is studied
models to generate and analyze data. population and (2) variation in the and can provide evidence for
expression of that genetic information causality in explanations of
Apply concepts of statistics and probability (including —that is, trait variation—that leads to phenomena.
determining function fits to data, slope, intercept, and differences in performance among
correlation coefficient for linear fits) to scientific and individuals.
engineering questions and problems, using digital tools when The traits that positively affect
feasible. survival are more likely to be
reproduced, and thus are more
common in the population.

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LS4.C: Adaptation
Natural selection leads to adaptation,
that is, to a population dominated by
organisms that are anatomically,
behaviorally, and physiologically well
suited to survive and reproduce in a
specific environment. That is, the
differential survival and reproduction
of organisms in a population that
have an advantageous heritable trait
leads to an increase in the proportion
of individuals in future generations
that have the trait and to a decrease
in the proportion of individuals that do
not.
Adaptation also means that the
distribution of traits in a population
can change when conditions change.
Curriculum Integration: Common Core State Standards Connections:
English Language Arts Mathematics
RST-11.12.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. (HS-LS4-3)
science and technical texts, attending to important distinctions the
author makes and to any gaps or inconsistencies in the account.
(HS-LS4-3)
WHST.9-12.2 Write informative/explanatory texts, including
the narration of historical events, scientific procedures/
experiments, or technical processes. (HS-LS4-3)
WHST.9-12.9 Draw evidence from informational texts to support
analysis, reflection, and research. (HS-LS4-3)

S-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
[Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in

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ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or
evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.]
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Constructing Explanations and Designing Solutions LS4.C: Adaptation Cause and Effect
Constructing explanations and designing solutions in 9– Natural selection leads to adaptation, that is,
12 builds on K–8 experiences and progresses to to a population dominated by organisms that Empirical evidence is
explanations and designs that are supported by multiple are anatomically, behaviorally, and required to differentiate
and independent student-generated sources of evidence physiologically well suited to survive and between cause and
consistent with scientific ideas, principles, and theories. reproduce in a specific environment. That is, correlation and make
the differential survival and reproduction of claims about specific
Construct an explanation based on valid and reliable organisms in a population that have an causes and effects.
evidence obtained from a variety of sources (including advantageous heritable trait leads to an
students’ own investigations, models, theories, increase in the proportion of individuals in
simulations, peer review) and the assumption that future generations that have the trait and to a - - - - - - - - - - - - - - - - - - - -
theories and laws that describe the natural world operate decrease in the proportion of individuals that -----------------
today as they did in the past and will continue to do so in do not. Connections to
the future. Nature of Science

Scientific Knowledge
Assumes an Order and
Consistency in Natural
Systems
Scientific knowledge is
based on the assumption
that natural laws operate
today as they did in the
past and they will continue
to do so in the future.
Curriculum Integration: Common Core State Standards Connections:
English Language Arts Mathematics
RST-11.12.1 Cite specific textual evidence to support MP.2 Reason abstractly and quantitatively. (HS-LS4-4)

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analysis of science and technical texts, attending to

important distinctions the author makes and to any gaps
or inconsistencies in the account. (HS-LS4-4)
WHST.9-12.2 Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/ experiments, or technical processes. (HS-
LS4-4)
WHST.9-12.9 Draw evidence from informational
texts to support analysis, reflection, and research. (HS-
LS4-4)
UNIT 6: Diversity of Life Chapter 22: Plants

HS- Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry
LS1-1. out the essential functions of life through systems of specialized cells.
[Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems,
specific protein structures and functions, or the biochemistry of protein synthesis.]
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Constructing Explanations and Designing Solutions LS1.A: Structure and Function Structure and Function
Constructing explanations and designing solutions in 9–  Systems of specialized cells within  Investigating or
12 builds on K–8 experiences and progresses to organisms help them perform the designing new
explanations and designs that are supported by multiple essential functions of life. systems or
and independent student-generated sources of evidence  All cells contain genetic information structures
consistent with scientific ideas, principles, and theories. in the form of DNA molecules. requires a
Genes are regions in the DNA that detailed
Construct an explanation based on valid and reliable contain the instructions that code examination of
evidence obtained from a variety of sources (including for the formation of proteins, which the properties of
students’ own investigations, models, theories, carry out most of the work of different
simulations, peer review) and the assumption that cells. (Note: This Disciplinary Core materials, the
theories and laws that describe the natural world operate Idea is also addressed by HS-LS3- structures of
today as they did in the past and will continue to do so in 1.) different
the future. components, and
connections of
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components to
reveal its function
and/or solve a
problem.

Curriculum Integration: Common Core State Standards Connections:

English Language Arts Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis of science N/A
and technical texts, attending to important distinctions the author makes
and to any gaps or inconsistencies in the account. (HS-LS1-1)
WHST.9-12.2Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical
processes. (HS-LS1-1)
WHST.9-12.9Draw evidence from informational texts to support analysis,
reflection, and research. (HS-LS1-1)

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Unit 4: GENETICS Ch.13- DNA

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.
[Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein
structures and functions, or the biochemistry of protein synthesis.]
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.
[Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the
process.]

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

-Constructing Explanations and Designing Solutions LS1.A: Structure and Function
Constructing explanations and designing solutions in 9–12 builds  Systems of specialized cells within
on K–8 experiences and progresses to explanations and designs organisms help them
that are supported by multiple and independent student generated perform the essential functions of life.
sources of evidence consistent with scientific ideas, principles, and (HS-LS1-1)
theories.  All cells contain genetic information
 Construct an explanation based on valid and reliable evidence in the form of DNA
obtained from a variety of sources (including students’ own molecules. Genes are regions in the
investigations, models, theories, simulations, peer review) and the DNA that contain the
assumption that theories and laws that describe the natural world instructions that code for the formation
operate today as they did in the past and will continue to do so in of proteins, which
the future. (HS-LS1-1) carry out most of the work of cells.
- Asking Questions and Defining Problems (HS-LS1-1)
Asking questions and defining problems in 9-12 builds on K-8 LS3.A: Inheritance of Traits
experiences and progresses to formulating, refining and evaluating  Each chromosome consists of a
empirically testable questions and design problems using models single very long DNA molecule, and
and simulations. each gene on the chromosome is a
 Ask questions that arise from examining models or a theory to particular segment of that DNA. The
clarify relationships. instructions for forming species’
characteristics are carried in DNA. All
Structure and Function
 Investigating or
designing new systems or
structures requires a
detailed examination of the
properties of different
materials, the structures of
different components, and
connections of components
to reveal its function and/or
solve a problem. (HS-LS1-
1)
Cause and Effect
 Empirical evidence is
required to differentiate
between cause and
correlation and make
claims
about specific causes and
effects.

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cells in an organism have the same

genetic content, but the genes used
(expressed) by the cell may be
regulated in different ways. Not all
DNA codes for a protein; some
segments of DNA are involved in
regulatory or structural functions, and
some have no as-yet known function.

Curriculum Integration: Common Core State Standards Connections:

English Language Arts Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis of N/A
science and technical texts, attending to important distinctions the
author makes and to any gaps or
inconsistencies in the account. (HS-LS1-1),(HS-LS1-6)
WHST.9-12.2 Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or
technical processes. (HS-LS1-1),(HS-LS1-6)
RST.11-12.1 Cite specific textual evidence to support analysis of
science and technical texts, attending to important distinctions the
author makes and to any gaps or
inconsistencies in the account. (HS-LS3-1),(HS-LS3-2)
RST.11-12.9 Synthesize information from a range of sources (e.g.,
texts, experiments, simulations) into a coherent understanding of a
process, phenomenon, or concept, resolving conflicting information
when possible. (HS-LS3-1)

HS- Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within
LS1-2. multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient
uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an
artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of

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blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the
molecular or chemical reaction level.]
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models LS1.A: Structure and Function Systems and System
Modeling in 9–12 builds on K–8 experiences and progresses to  Multicellular organisms have Models
using, synthesizing, and developing models to predict and show a hierarchical structural  Models (e.g.,
relationships among variables between systems and their organization, in which any physical,
components in the natural and designed worlds. one system is made up of mathematical,
Develop and use a model based on evidence to illustrate the numerous parts and is itself computer
relationships between systems or between components of a a component of the next models) can be
system. level. used to simulate
systems and
interactions—
including energy,
matter, and
information flows
—within and
between systems
at different
scales.

Curriculum Integration: Common Core State Standards Connections:

English Language Arts Mathematics
SL.11- Make strategic use of digital media (e.g., textual, graphical, N/A
12.5 audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence
and to add interest. (HS-LS1-2)

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