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SCOPE & SEQUENCE

BIOLOGY
GRADE 9
ACADEMIC YEAR 2023-2024
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Unit 3: Cells Chapter 8: Cell Structure and Function

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions
within 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 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
Constructing Explanations and Designing Solutions Constructing LS1.A: Structure and Function  Structure and Function 
explanations and designing solutions in 9–12 builds on K–8 Systems of specialized cells within Investigating or designing
experiences and progresses to explanations and designs that are organisms help them perform the new systems or structures
supported by multiple and independent student generated essential functions of life.  All cells requires a detailed
sources of evidence consistent with scientific ideas, principles, contain genetic information in the examination of the properties
and theories.  Construct an explanation based on valid and form of DNA molecules. Genes are of different materials, the
reliable evidence obtained from a variety of sources (including regions in the DNA that contain the structures of different
students’ own investigations, models, theories, simulations, peer instructions that code for the components, and
review) and the assumption that theories and laws that describe formation of proteins, which carry connections of components
the natural world operate today as they did in the past and will out most of the work of cells. (Note: to reveal its function and/or
continue to do so in the future. This Disciplinary Core Idea is also solve a problem.
addressed by HS-LS3-1.)
Curriculum Integration: Common Core State Standards Connections:
English Language Arts Mathematics
SL.11-12.5 Make strategic use of digital media (e.g., textual, N/A
graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning,
and evidence and to add interest. (HS-LS1-2)
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.
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[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 blood within the circulatory
system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical
reaction level.]

Lesson 3: Carbon Compounds pp. 52-57 3 periods

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modelling in 9-12 builds on K-8 • LS1.A: Structure and Function Systems and System Models
experiences and progresses to using, synthesizing, and Multicellular organisms have a • Models (e.g., physical,
developing models to predict and show relationships among hierarchical structural organization, mathematical, computer
variables between systems and their components in the natural in which any one system is made models) can be used to
and designed worlds. • Develop and use a model based on up of numerous parts and is itself a simulate systems and
evidence to illustrate the relationships between systems or component of the next level. interactions-including energy,
between components of a system. matter, and information flows
— within and between
systems at different scales.
Curriculum Integration: Common Core State Standards Connections:
English Language Arts Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis of students can develop their mathematical reasoning skills while
science and technical texts, attending to important distinctions the deepening their understanding of how DNA and cellular
author makes and to any gaps or inconsistencies in the account. (HS- structures determine the structure and functions of proteins, as
LS1-1) well as the hierarchical organization and interconnectedness of
WHST.9-12.2 Write informative/explanatory texts, including the cellular systems within multicellular organisms (related to HS-
narration of historical events, scientific procedures/ experiments, or LS1-1 and HS-LS1-2).
technical processes. (HS-LS1-1)
WHST.9-12.9 Draw evidence from informational texts to
support analysis, reflection, and research. (HS-LS1-1)

HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
[Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to
moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not
include the cellular processes involved in the feedback mechanism.]
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Lesson 4: Chemical Reactions and Enzymes pp. 58-61 3 periods

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Planning and Carrying Out Investigations Planning and carrying • LS1.A: Structure and Function Stability and Change •
out investigations in 9- 12 builds on K-8 experiences and Feedback mechanisms maintain a Feedback (negative or
progresses to include investigations that provide evidence for living system's internal conditions positive) can stabilize or
and test conceptual, mathematical, physical, and empirical within certain limits and mediate destabilize a system.
models. • Plan and conduct an investigation individually and behaviors, allowing it to remain alive
collaboratively to produce data to serve as the basis for and functional even as external
evidence, and in the design: decide on types, how much, and conditions change within some
accuracy of data needed to produce reliable measurements and range. Feedback mechanisms can
consider limitations on the precision of the data (e.g., number of encourage (through positive
trials, cost, risk, time), and refine the design accordingly. feedback) or discourage (negative
Connections to Nature of Science • Scientific Investigations Use feedback) what is going on inside
a Variety of Methods Scientific inquiry is characterized by a the living system.
common set of values that include: logical thinking, precision,
open-mindedness, objectivity, skepticism, replicability of results,
and honest and ethical reporting of findings.

Curriculum Integration: Common Core State Standards Connections:

English Language Arts Mathematics
WHST.9-12.7 Conduct short as well as more sustained Expressions and Equations
research projects to answer a question (including a self- EE.2: Use square root and cube root symbols to represent solutions
generated question) or solve a problem; narrow or broaden the to equations of the form x^2 = p and x^3 = p, where p is a positive
inquiry when appropriate; synthesize multiple sources on the rational number. Evaluate square roots of small perfect squares and
subject, demonstrating understanding of the subject under cube roots of small perfect cubes.
investigation. (HS-LS1-3) Statistics and Probability
WHST.11-12.8 Gather relevant information from multiple S-ID.1: Represent data with plots on the real number line and use
authoritative print and digital sources, using advanced searches statistics to describe and analyze data sets related to cell transport
effectively; assess the strengths and limitations of each source experiments or observations, such as rates of diffusion or
in terms of the specific task, purpose, and audience; integrate concentrations.
information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and
following a standard format for citation. (HS-LS1-3)
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Unit 3: Cells 0Chapter 8: Cell Structure and Function

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-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
[Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and
temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular
processes involved in the feedback mechanism.]

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations Planning and carrying • LS1.A: Structure and Function Stability and Change •
out investigations in 9- 12 builds on K-8 experiences and Feedback mechanisms maintain a Feedback (negative or
progresses to include investigations that provide evidence for living system's internal conditions positive) can stabilize or
and test conceptual, mathematical, physical, and empirical within certain limits and mediate destabilize a system.
models. • Plan and conduct an investigation individually and behaviours, allowing it to remain
collaboratively to produce data to serve as the basis for alive and functional even as
evidence, and in the design: decide on types, how much, and external conditions change within
accuracy of data needed to produce reliable measurements and some range. Feedback
consider limitations on the precision of the data (e.g., number of mechanisms can encourage
trials, cost, risk, time), and refine the design accordingly. (through positive feedback) or
Connections to Nature of Science • Scientific Investigations Use discourage (negative feedback)
a Variety of Methods Scientific inquiry is characterized by a what is going on inside the living
common set of values that include: logical thinking, precision, system.
open-mindedness, objectivity, skepticism, replicability of results,
and honest and ethical reporting of findings.

Curriculum Integration: Common Core State Standards Connections:

English Language Arts Mathematics
WHST.9-12.7 Conduct short as well as more sustained Ratios and Proportional Relationships (RP):
research projects to answer a question (including a self-generated RP.9-10.1: Understand the concept of a ratio and use ratio
question) or solve a problem; narrow or broaden the inquiry when language to describe a ratio relationship between two
appropriate; synthesize multiple sources on the subject, quantities.
demonstrating understanding of the subject under investigation. (HS- RP.9-10.2: Recognize and represent proportional relationships
LS1-3) between quantities.
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WHST.11-12.8 Gather relevant information from multiple RP.9-10.3: Use proportional relationships to solve multi-step
authoritative print and digital sources, using advanced searches ratio and percent problems.
effectively; assess the strengths and limitations of each source in The Number System (NS):
terms of the specific task, purpose, and audience; integrate NS.9-10.1: Understand that numbers that are not rational are
information into the text selectively to maintain the flow of ideas, called irrational. Understand informally that every number has a
avoiding plagiarism and overreliance on any one source and decimal expansion.
following a standard format for citation. (HS-LS1-3) NS.9-10.2: Use rational approximations of irrational numbers to
compare the size of irrational numbers, locate them
approximately on a number line, and estimate the value of
expressions.

Unit 2: Ecology-Chapter 7: Humans and Global Change

HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the
current rate of global or regional climate change and associated future impacts to Earth systems.
[Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation
and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).]
[Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Analyzing and Interpreting Data ESS3.D: Global Climate Change • Stability and Change •
Analyzing data in 9-12 builds on K-8 experiences and progresses Though the magnitudes of human Change and rates of change
to introducing impacts are greater than they have can be quantified and
more detailed statistical analysis, the comparison of data sets for ever been, so too are human modelled over very short or
consistency, and abilities to model, predict, and very long periods of time.
the use of models to generate and analyze data. manage current and future impacts. Some system changes are
• Analyze data using computational models irreversible.
in order to make valid and reliable scientific claims.
Connections to Nature of Science Scientific Investigations Use a
Variety of Methods
• Science investigations use diverse methods and do not always
use the same set of procedures to obtain data.
• New technologies advance scientific knowledge.
Scientific Knowledge is Based on Empirical Evidence
• Science knowledge is based on empirical evidence.
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• Science arguments are strengthened by

multiple lines of evidence supporting a
single explanation.
Curriculum Integration: Common Core State Standards Connections:
English Language Arts Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis of RST.11-12.1 Cite specific textual evidence to support analysis of
science and technical texts, attending to important distinctions science and technical texts, attending to important distinctions the
the author makes and to any gaps or inconsistencies in the author makes and to any gaps or inconsistencies in the account.
account. (HS-ESS3-5) (HS-ESS3-5)
RST.11-12.2 Determine the central ideas or conclusions of a RST.11-12.2 Determine the central ideas or conclusions of a text;
text; summarize complex concepts, processes, or information summarize complex concepts, processes, or information presented
presented in a text by paraphrasing them in simpler but still in a text by paraphrasing them in simpler but still accurate terms.
accurate terms. (HS-ESS3-5) (HS-ESS3-5)
RST.11-12.7 Integrate and evaluate multiple sources of RST.11-12.7 Integrate and evaluate multiple sources of information
information presented in diverse formats and media (e.g., presented in diverse formats and media (e.g., quantitative data,
quantitative data, video, multimedia) in order to address a video, multimedia) in order to address a question or solve a
question or solve a problem. (HS-ESS3-5) problem. (HS-ESS3-5)