Atoms, Elements, and Chemical Bonds in Biology: Students identify how elements, ions, covalent bonds, ionic bonds, hydrogen bonds, and polarity support biological structure and function. Rigor range: standard concept checks through honors/Pre-AP/AP-ready structure-function and biochemical data interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.11 - Atoms, Elements, and Chemical Bonds in Biology: Corresponding standards copied from the curriculum for skill 10.11: National: NGSS HS-LS1-6; DCI LS1.C; Crosscutting Concepts: Structure and Function; CCSS RST.9-10.2; RST.9-10.4; AP Biology ENE-1, SP1. State frameworks: TX TEKS BIO.5A; FL NGSSS SC.912.L.18.1; VA SOL BIO.2a, BIO.2b; CA NGSS/NYSSLS HS-LS1-6.

Water Properties: Students explain how polarity, cohesion, adhesion, high specific heat, ice density, and solvent properties make water essential for life. Rigor range: standard concept checks through honors/Pre-AP/AP-ready structure-function and biochemical data interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.12 - Water Properties: Corresponding standards copied from the curriculum for skill 10.12: National: NGSS HS-LS1-6; DCI LS1.C; CCSS RST.9-10.2; RST.9-10.7; AP Biology ENE-1. State frameworks: TX TEKS BIO.5A; FL NGSSS SC.912.L.18.12; VA SOL BIO.2a; CA NGSS/NYSSLS HS-LS1-6.

Acids, Bases, pH, and Buffers: Students interpret pH scale changes, identify acids and bases, and explain how buffers help organisms maintain stable internal conditions. Rigor range: standard concept checks through honors/Pre-AP/AP-ready structure-function and biochemical data interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.13 - Acids, Bases, pH, and Buffers: National: NGSS HS-LS1-3; HS-LS1-6; Crosscutting Concepts: Stability and Change; CCSS RST.9-10.7; HSN-Q.A.1; AP Biology ENE-1, SYI-3. State frameworks: TX TEKS BIO.5A, BIO.5C; FL NGSSS SC.912.L.14.2, SC.912.L.18.12; VA SOL BIO.2a, BIO.3d; CA NGSS/NYSSLS HS-LS1-3, HS-LS1-6.

Carbon Chemistry and Functional Groups: Students identify carbon-based molecules, monomers, polymers, functional groups, dehydration synthesis, and hydrolysis in biological contexts. Rigor range: standard concept checks through honors/Pre-AP/AP-ready structure-function and biochemical data interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.14 - Carbon Chemistry and Functional Groups: Corresponding standards copied from the curriculum for skill 10.14: National: NGSS HS-LS1-6; DCI LS1.C; CCSS RST.9-10.4; RST.9-10.7; AP Biology ENE-1, IST-1. State frameworks: TX TEKS BIO.5A; FL NGSSS SC.912.L.18.1; VA SOL BIO.2b; CA NGSS/NYSSLS HS-LS1-6.

Carbohydrates: Students connect carbohydrate structure to short-term energy storage, structural support, and cell recognition, including monosaccharides, disaccharides, and polysaccharides. Rigor range: standard concept checks through honors/Pre-AP/AP-ready structure-function and biochemical data interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.15 - Carbohydrates: Corresponding standards copied from the curriculum for skill 10.15: National: NGSS HS-LS1-6; DCI LS1.C; CCSS RST.9-10.2; AP Biology ENE-1. State frameworks: TX TEKS BIO.5A; FL NGSSS SC.912.L.18.1; VA SOL BIO.2b; CA NGSS/NYSSLS HS-LS1-6.

Lipids and Membranes: Students relate lipid structure to long-term energy storage, insulation, waterproofing, hormones, and phospholipid membrane formation. Rigor range: standard concept checks through honors/Pre-AP/AP-ready structure-function and biochemical data interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.16 - Lipids and Membranes: Corresponding standards copied from the curriculum for skill 10.16: National: NGSS HS-LS1-6; DCI LS1.C; Crosscutting Concepts: Structure and Function; CCSS RST.9-10.2; RST.9-10.7; AP Biology ENE-1, ENE-2. State frameworks: TX TEKS BIO.5A, BIO.5C; FL NGSSS SC.912.L.14.2, SC.912.L.18.1; VA SOL BIO.2b, BIO.3d; CA NGSS/NYSSLS HS-LS1-6.

Proteins: Students identify amino acids, peptide bonds, folding, shape-function relationships, and protein roles in enzymes, transport, signaling, structure, and defense. Rigor range: standard concept checks through honors/Pre-AP/AP-ready structure-function and biochemical data interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.17 - Proteins: National: NGSS HS-LS1-1; HS-LS1-6; DCI LS1.A, LS1.C; CCSS RST.9-10.2; RST.9-10.4; AP Biology IST-1, ENE-1. State frameworks: TX TEKS BIO.5A, BIO.7B, BIO.11B; FL NGSSS SC.912.L.16.5, SC.912.L.18.1, SC.912.L.18.11; VA SOL BIO.2b, BIO.2c, BIO.2d; CA NGSS/NYSSLS HS-LS1-1, HS-LS1-6.

Nucleic Acids and ATP: Students connect nucleotides to DNA, RNA, and ATP, explaining how nucleic acids store information and ATP transfers usable cellular energy. Rigor range: standard concept checks through honors/Pre-AP/AP-ready structure-function and biochemical data interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.18 - Nucleic Acids and ATP: National: NGSS HS-LS1-1; HS-LS1-6; DCI LS1.A, LS1.C; CCSS RST.9-10.2; RST.9-10.7; AP Biology IST-1, ENE-1. State frameworks: TX TEKS BIO.5A, BIO.7A, BIO.11A; FL NGSSS SC.912.L.16.3, SC.912.L.18.1, SC.912.L.18.10; VA SOL BIO.2b, BIO.5a; CA NGSS/NYSSLS HS-LS1-1, HS-LS1-6.

Biomolecule Identification and Food Chemistry: Students interpret molecular diagrams, food labels, indicator-test results, and experimental data to identify major biomolecule classes and functions. Rigor range: standard concept checks through honors/Pre-AP/AP-ready structure-function and biochemical data interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.19 - Biomolecule Identification and Food Chemistry: National: NGSS HS-LS1-6; SEP: Analyzing and Interpreting Data; CCSS RST.9-10.7; HSS.ID.A.1; AP Biology ENE-1, SP4. State frameworks: TX TEKS BIO.5A, BIO.2B; FL NGSSS SC.912.L.18.1; VA SOL BIO.2b, BIO.1c; CA NGSS/NYSSLS HS-LS1-6.

Enzymes and Metabolic Regulation: Students explain enzyme-substrate specificity, activation energy, catalytic cycles, denaturation, inhibitors, and effects of temperature and pH on reaction rate. Rigor range: standard concept checks through honors/Pre-AP/AP-ready structure-function and biochemical data interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.20 - Enzymes and Metabolic Regulation: National: NGSS HS-LS1-3; HS-LS1-7; DCI LS1.C; CCSS RST.9-10.3; RST.9-10.7; HSS.ID.C.7; AP Biology ENE-1, SP5. State frameworks: TX TEKS BIO.11B, BIO.2C; FL NGSSS SC.912.L.18.11; VA SOL BIO.2c; CA NGSS/NYSSLS HS-LS1-3, HS-LS1-7.

Cell Theory and Evidence: Students identify the principles of cell theory and evaluate historical and microscopic evidence that cells are the basic unit of life. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.21 - Cell Theory and Evidence: National: NGSS HS-LS1-1; DCI LS1.A; SEP: Obtaining Information; CCSS RST.9-10.1; RST.9-10.2; AP Biology IST-1, SP1. State frameworks: TX TEKS BIO.5B; FL NGSSS SC.912.L.14.1; VA SOL BIO.3a; CA NGSS/NYSSLS HS-LS1-1.

Microscopy and Scale: Students identify microscope parts, select magnification and resolution choices, and compare relative sizes of molecules, organelles, cells, and organisms. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.22 - Microscopy and Scale: National: NGSS HS-LS1-1; SEP: Using Tools and Models; Crosscutting Concepts: Scale; CCSS RST.9-10.3; RST.9-10.7; HSN-Q.A.1; AP Biology SP2, SP4. State frameworks: TX TEKS BIO.1D, BIO.1E; FL NGSSS SC.912.L.14.4; VA SOL BIO.1b, BIO.1c, BIO.3a; CA NGSS/NYSSLS HS-LS1-1.

Prokaryotic, Eukaryotic, and Viral Structures: Students compare prokaryotic cells, eukaryotic cells, and viruses by structure, genetic material, reproduction or replication, and dependence on host cells. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.23 - Prokaryotic, Eukaryotic, and Viral Structures: National: NGSS HS-LS1-1; DCI LS1.A; CCSS RST.9-10.2; RST.9-10.7; AP Biology IST-2, SYI-1. State frameworks: TX TEKS BIO.5B, BIO.5D; FL NGSSS SC.912.L.14.3, SC.912.L.14.6; VA SOL BIO.3b, BIO.4a-c; CA NGSS/NYSSLS HS-LS1-1.

Organelles and Cell Compartmentalization: Students match organelles to functions and explain how compartmentalization increases efficiency in eukaryotic cells. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.24 - Organelles and Cell Compartmentalization: National: NGSS HS-LS1-1; DCI LS1.A; Crosscutting Concepts: Structure and Function; CCSS RST.9-10.7; AP Biology IST-2, SYI-1. State frameworks: TX TEKS BIO.5B; FL NGSSS SC.912.L.14.2; VA SOL BIO.3b; CA NGSS/NYSSLS HS-LS1-1.

Plant and Animal Cell Comparisons: Students identify similarities and differences among plant and animal cells, including cell walls, chloroplasts, large vacuoles, centrioles, and energy organelles. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.25 - Plant and Animal Cell Comparisons: Corresponding standards copied from the curriculum for skill 10.25: National: NGSS HS-LS1-1; DCI LS1.A; CCSS RST.9-10.7; AP Biology IST-2. State frameworks: TX TEKS BIO.5B; FL NGSSS SC.912.L.14.2, SC.912.L.14.3; VA SOL BIO.3b; CA NGSS/NYSSLS HS-LS1-1.

Plasma Membrane Structure and Selective Permeability: Students use the fluid mosaic model to explain phospholipids, proteins, cholesterol, receptors, and selective permeability. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.26 - Plasma Membrane Structure and Selective Permeability: National: NGSS HS-LS1-2; HS-LS1-3; DCI LS1.A; CCSS RST.9-10.7; AP Biology ENE-2, SYI-1. State frameworks: TX TEKS BIO.5C; FL NGSSS SC.912.L.14.2; VA SOL BIO.3d; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-3.

Diffusion and Facilitated Diffusion: Students predict movement of molecules down concentration gradients and identify how channel and carrier proteins enable facilitated diffusion. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.27 - Diffusion and Facilitated Diffusion: Corresponding standards copied from the curriculum for skill 10.27: National: NGSS HS-LS1-3; DCI LS1.A; Crosscutting Concepts: Cause and Effect; CCSS RST.9-10.7; HSS.ID.C.7; AP Biology ENE-2. State frameworks: TX TEKS BIO.5C; FL NGSSS SC.912.L.14.2; VA SOL BIO.3d; CA NGSS/NYSSLS HS-LS1-3.

Osmosis and Tonicity: Students predict water movement in hypotonic, hypertonic, and isotonic conditions and interpret cell-size changes in osmosis scenarios. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.28 - Osmosis and Tonicity: National: NGSS HS-LS1-3; DCI LS1.A; CCSS RST.9-10.7; HSS.ID.A.1; AP Biology ENE-2, SP5. State frameworks: TX TEKS BIO.5C, BIO.2C; FL NGSSS SC.912.L.14.2; VA SOL BIO.3d; CA NGSS/NYSSLS HS-LS1-3.

Active Transport, Endocytosis, and Exocytosis: Students distinguish passive and active transport and identify when ATP, pumps, vesicles, endocytosis, or exocytosis are needed. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.29 - Active Transport, Endocytosis, and Exocytosis: National: NGSS HS-LS1-3; HS-LS1-7; DCI LS1.A, LS1.C; CCSS RST.9-10.2; RST.9-10.7; AP Biology ENE-2, ENE-4. State frameworks: TX TEKS BIO.5C; FL NGSSS SC.912.L.14.2, SC.912.L.18.10; VA SOL BIO.3d; CA NGSS/NYSSLS HS-LS1-3.

Cellular Communication and Signal Response: Students identify receptors, signal transduction, target-cell specificity, and response pathways in immune, endocrine, nervous, and developmental contexts. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.30 - Cellular Communication and Signal Response: Corresponding standards copied from the curriculum for skill 10.30: National: NGSS HS-LS1-2; HS-LS1-3; DCI LS1.A; CCSS RST.9-10.2; RST.9-10.7; AP Biology SYI-3, IST-3. State frameworks: TX TEKS BIO.12A; FL NGSSS SC.912.L.14.26, SC.912.L.14.52; VA SOL BIO.3b, BIO.3e; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-3.

Homeostasis and Feedback Loops: Students analyze negative and positive feedback loops and predict system responses that maintain internal stability. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.31 - Homeostasis and Feedback Loops: Corresponding standards copied from the curriculum for skill 10.31: National: NGSS HS-LS1-3; Crosscutting Concepts: Stability and Change; CCSS RST.9-10.7; HSS.ID.C.7; AP Biology SYI-3, SP4. State frameworks: TX TEKS BIO.5C, BIO.12A; FL NGSSS SC.912.L.14.2, SC.912.L.14.52; VA SOL BIO.3d; CA NGSS/NYSSLS HS-LS1-3.

Cell Specialization and Levels of Organization: Students relate specialized cells to tissues, organs, organ systems, organisms, and the functions made possible by hierarchical organization. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.32 - Cell Specialization and Levels of Organization: Corresponding standards copied from the curriculum for skill 10.32: National: NGSS HS-LS1-1; HS-LS1-2; HS-LS1-4; DCI LS1.A, LS1.B; CCSS RST.9-10.2; RST.9-10.7; AP Biology SYI-2, IST-2. State frameworks: TX TEKS BIO.6B, BIO.12A; FL NGSSS SC.912.L.14.2; VA SOL BIO.3b, BIO.3e; CA NGSS/NYSSLS HS-LS1-1, HS-LS1-2, HS-LS1-4.

Animal Body Systems: Transport, Gas Exchange, Nutrition, and Waste: Students identify how circulatory, respiratory, digestive, and excretory systems exchange materials and maintain organism function. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.33 - Animal Body Systems: Transport, Gas Exchange, Nutrition, and Waste: Corresponding standards copied from the curriculum for skill 10.33: National: NGSS HS-LS1-2; HS-LS1-3; DCI LS1.A; CCSS RST.9-10.2; RST.9-10.7; AP Biology SYI-2, ENE-1. State frameworks: TX TEKS BIO.12A; FL NGSSS SC.912.L.14.36; VA SOL BIO.3b; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-3..

Regulation, Defense, and Immune Response: Students compare nervous, endocrine, and immune system functions, including nonspecific defenses, specific immunity, vaccines, and antibiotics. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.34 - Regulation, Defense, and Immune Response: National: NGSS HS-LS1-2; HS-LS1-3; DCI LS1.A; CCSS RST.9-10.2; RST.9-10.8; AP Biology SYI-3. State frameworks: TX TEKS BIO.12A, BIO.5D; FL NGSSS SC.912.L.14.52, SC.912.L.14.6; VA SOL BIO.4d, BIO.4e; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-3.

Plant Structures, Transport, and Responses: Students connect roots, stems, leaves, xylem, phloem, stomata, hormones, and tropisms to plant transport, reproduction, and responses. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.35 - Plant Structures, Transport, and Responses: National: NGSS HS-LS1-2; HS-LS1-3; DCI LS1.A; CCSS RST.9-10.2; RST.9-10.7; AP Biology SYI-2, ENE-5. State frameworks: TX TEKS BIO.12B; FL NGSSS SC.912.L.14.7; VA SOL BIO.3b; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-3.

Bacteria, Viruses, Vaccines, and Public Health: Students compare bacterial and viral disease processes and use evidence to select prevention, treatment, and public health strategies. Rigor range: standard concept checks through honors/Pre-AP/AP-ready diagram, model, and stimulus-based cell or system analysis.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.36 - Bacteria, Viruses, Vaccines, and Public Health: Corresponding standards copied from the curriculum for skill 10.36: National: NGSS HS-LS1-2; HS-LS2-1; SEP: Analyzing Data; CCSS RST.9-10.8; WHST.9-10.9; AP Biology SYI-1, IST-5, SP6. State frameworks: TX TEKS BIO.5D, BIO.12A; FL NGSSS SC.912.L.14.6, SC.912.L.14.52; VA SOL BIO.4a-e; CA NGSS/NYSSLS HS-LS1-2, HS-LS2-1.

Energy, ATP, and Coupled Reactions: Students explain why cells require energy and how ATP hydrolysis, coupled reactions, and metabolic pathways power cellular work. Rigor range: standard concept checks through honors/Pre-AP/AP-ready energy pathway modeling and graph interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.37 - Energy, ATP, and Coupled Reactions: National: NGSS HS-LS1-7; DCI LS1.C; CCSS RST.9-10.2; RST.9-10.7; AP Biology ENE-1, ENE-4. State frameworks: TX TEKS BIO.11A; FL NGSSS SC.912.L.18.10; VA SOL BIO.2e; CA NGSS/NYSSLS HS-LS1-7.

Photosynthesis Overview: Students identify photosynthesis reactants, products, cellular location, and overall role in transforming light energy into stored chemical energy. Rigor range: standard concept checks through honors/Pre-AP/AP-ready energy pathway modeling and graph interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.38 - Photosynthesis Overview: National: NGSS HS-LS1-5; HS-LS1-6; DCI LS1.C; CCSS RST.9-10.2; RST.9-10.7; AP Biology ENE-3. State frameworks: TX TEKS BIO.11A; FL NGSSS SC.912.L.18.7, SC.912.L.18.9; VA SOL BIO.2e; CA NGSS/NYSSLS HS-LS1-5, HS-LS1-6.

Light-Dependent Reactions and Chloroplast Structure: Students connect chloroplast structures, pigments, water splitting, oxygen release, electron transport, ATP, and NADPH to the light-dependent reactions. Rigor range: standard concept checks through honors/Pre-AP/AP-ready energy pathway modeling and graph interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.39 - Light-Dependent Reactions and Chloroplast Structure: National: NGSS HS-LS1-5; DCI LS1.C; Crosscutting Concepts: Energy and Matter; CCSS RST.9-10.7; AP Biology ENE-3. State frameworks: TX TEKS BIO.11A; FL NGSSS SC.912.L.18.7; VA SOL BIO.2e; CA NGSS/NYSSLS HS-LS1-5.

Calvin Cycle and Carbon Fixation: Students explain how carbon dioxide is incorporated into sugars and how ATP and NADPH from light reactions support sugar formation. Rigor range: standard concept checks through honors/Pre-AP/AP-ready energy pathway modeling and graph interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.40 - Calvin Cycle and Carbon Fixation: National: NGSS HS-LS1-5; HS-LS1-6; DCI LS1.C; CCSS RST.9-10.7; AP Biology ENE-3. State frameworks: TX TEKS BIO.11A; FL NGSSS SC.912.L.18.7, SC.912.L.18.9; VA SOL BIO.2e; CA NGSS/NYSSLS HS-LS1-5, HS-LS1-6.

Cellular Respiration Overview: Students identify respiration reactants, products, cellular locations, and the role of respiration in releasing energy from organic molecules. Rigor range: standard concept checks through honors/Pre-AP/AP-ready energy pathway modeling and graph interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.41 - Cellular Respiration Overview: National: NGSS HS-LS1-7; DCI LS1.C; CCSS RST.9-10.2; RST.9-10.7; AP Biology ENE-4. State frameworks: TX TEKS BIO.11A; FL NGSSS SC.912.L.18.8, SC.912.L.18.9; VA SOL BIO.2e; CA NGSS/NYSSLS HS-LS1-7.

Glycolysis and Fermentation: Students distinguish glycolysis and fermentation, identify when fermentation occurs, and compare lactic acid and alcoholic fermentation outputs. Rigor range: standard concept checks through honors/Pre-AP/AP-ready energy pathway modeling and graph interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.42 - Glycolysis and Fermentation: National: NGSS HS-LS1-7; DCI LS1.C; CCSS RST.9-10.2; RST.9-10.7; AP Biology ENE-4. State frameworks: TX TEKS BIO.11A; FL NGSSS SC.912.L.18.8, SC.912.L.18.9; VA SOL BIO.2e; CA NGSS/NYSSLS HS-LS1-7.

Krebs Cycle and Oxidative Phosphorylation: Students identify how mitochondrial processes use electron carriers, oxygen, and proton gradients to generate ATP during aerobic respiration. Rigor range: standard concept checks through honors/Pre-AP/AP-ready energy pathway modeling and graph interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.43 - Krebs Cycle and Oxidative Phosphorylation: National: NGSS HS-LS1-7; DCI LS1.C; CCSS RST.9-10.7; AP Biology ENE-4. State frameworks: TX TEKS BIO.11A; FL NGSSS SC.912.L.18.8, SC.912.L.18.9; VA SOL BIO.2e; CA NGSS/NYSSLS HS-LS1-7.

Aerobic versus Anaerobic Pathways: Students compare energy yield, oxygen use, final electron acceptors, and biological contexts for aerobic and anaerobic energy pathways. Rigor range: standard concept checks through honors/Pre-AP/AP-ready energy pathway modeling and graph interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.44 - Aerobic versus Anaerobic Pathways: Corresponding standards copied from the curriculum for skill 10.44: National: NGSS HS-LS1-7; HS-LS2-3; DCI LS1.C, LS2.B; CCSS RST.9-10.2; RST.9-10.7; AP Biology ENE-4, ENE-5. State frameworks: TX TEKS BIO.11A; FL NGSSS SC.912.L.18.8, SC.912.L.18.9; VA SOL BIO.2e, BIO.8b; CA NGSS/NYSSLS HS-LS1-7, HS-LS2-3.

Photosynthesis-Respiration Connections: Students explain how matter cycles and energy flows between photosynthesis and cellular respiration in cells and ecosystems. Rigor range: standard concept checks through honors/Pre-AP/AP-ready energy pathway modeling and graph interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.45 - Photosynthesis-Respiration Connections: National: NGSS HS-LS1-5; HS-LS1-6; HS-LS1-7; HS-LS2-3; CCSS RST.9-10.7; HSS.ID.A.1; AP Biology ENE-3, ENE-4, ENE-5. State frameworks: TX TEKS BIO.11A, BIO.13B; FL NGSSS SC.912.L.18.9; VA SOL BIO.2e, BIO.8b; CA NGSS/NYSSLS HS-LS1-5, HS-LS1-6, HS-LS1-7, HS-LS2-3.

Interpreting Bioenergetics Data: Students interpret graphs, tables, and models showing how light intensity, carbon dioxide, oxygen, temperature, pH, enzymes, and substrate levels affect energy processes. Rigor range: standard concept checks through honors/Pre-AP/AP-ready energy pathway modeling and graph interpretation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.46 - Interpreting Bioenergetics Data: National: NGSS HS-LS1-5; HS-LS1-7; SEP: Analyzing Data; CCSS RST.9-10.7; HSS.ID.A.1-3; HSS.ID.C.7; AP Biology ENE-3, ENE-4, SP4, SP5. State frameworks: TX TEKS BIO.2B, BIO.2C, BIO.11A, BIO.11B; FL NGSSS SC.912.L.18.7, SC.912.L.18.8, SC.912.L.18.11; VA SOL BIO.1c, BIO.2c, BIO.2e; CA NGSS/NYSSLS HS-LS1-5, HS-LS1-7.

Cell Cycle Phases and Regulation: Students identify interphase, mitosis, cytokinesis, checkpoints, and reasons cell division is needed for growth, repair, and reproduction. Rigor range: standard concept checks through honors/Pre-AP/AP-ready chromosome, regulation, and developmental consequence analysis.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.47 - Cell Cycle Phases and Regulation: National: NGSS HS-LS1-4; DCI LS1.B; CCSS RST.9-10.3; RST.9-10.7; AP Biology IST-3, SYI-1. State frameworks: TX TEKS BIO.6A; FL NGSSS SC.912.L.16.14, SC.912.L.16.17; VA SOL BIO.3c; CA NGSS/NYSSLS HS-LS1-4.

DNA Replication and Chromosome Duplication: Students connect semi-conservative DNA replication to chromosome duplication before cell division and the conservation of genetic information. Rigor range: standard concept checks through honors/Pre-AP/AP-ready chromosome, regulation, and developmental consequence analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.48 - DNA Replication and Chromosome Duplication: National: NGSS HS-LS1-1; HS-LS1-4; HS-LS3-1; CCSS RST.9-10.2; RST.9-10.7; AP Biology IST-1, IST-3. State frameworks: TX TEKS BIO.6A, BIO.7A; FL NGSSS SC.912.L.16.3, SC.912.L.16.14; VA SOL BIO.3c, BIO.5a; CA NGSS/NYSSLS HS-LS1-1, HS-LS1-4, HS-LS3-1.

Mitosis and Cytokinesis: Students sequence the stages of mitosis, identify structures in diagrams, and explain how mitosis maintains chromosome number. Rigor range: standard concept checks through honors/Pre-AP/AP-ready chromosome, regulation, and developmental consequence analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.49 - Mitosis and Cytokinesis: National: NGSS HS-LS1-4; DCI LS1.B; CCSS RST.9-10.3; RST.9-10.7; AP Biology IST-3. State frameworks: TX TEKS BIO.6A; FL NGSSS SC.912.L.16.14, SC.912.L.16.17; VA SOL BIO.3c; CA NGSS/NYSSLS HS-LS1-4.

Cell Differentiation and Stem Cells: Students explain how cells with the same DNA specialize through gene expression and how environmental signals influence differentiation. Rigor range: standard concept checks through honors/Pre-AP/AP-ready chromosome, regulation, and developmental consequence analysis.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.50 - Cell Differentiation and Stem Cells: Corresponding standards copied from the curriculum for skill 10.50: National: NGSS HS-LS1-1; HS-LS1-4; DCI LS1.A, LS1.B; CCSS RST.9-10.2; RST.9-10.7; AP Biology IST-2, SYI-2. State frameworks: TX TEKS BIO.6B; FL NGSSS SC.912.L.14.2, SC.912.L.16.5; VA SOL BIO.3e; CA NGSS/NYSSLS HS-LS1-1, HS-LS1-4.

Cell Cycle Disruptions and Cancer: Students identify how mutations, failed checkpoints, uncontrolled cell division, and environmental factors can contribute to cancer. Rigor range: standard concept checks through honors/Pre-AP/AP-ready chromosome, regulation, and developmental consequence analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.51 - Cell Cycle Disruptions and Cancer: National: NGSS HS-LS1-4; HS-LS3-1; DCI LS1.B, LS3.B; CCSS RST.9-10.2; RST.9-10.8; AP Biology IST-3, SYI-3. State frameworks: TX TEKS BIO.6C, BIO.7C; FL NGSSS SC.912.L.16.8, SC.912.L.16.14; VA SOL BIO.3c, BIO.5e; CA NGSS/NYSSLS HS-LS1-4, HS-LS3-1.

Asexual and Sexual Reproduction: Students compare reproductive strategies, genetic outcomes, advantages, and limitations of asexual and sexual reproduction. Rigor range: standard concept checks through honors/Pre-AP/AP-ready chromosome, regulation, and developmental consequence analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.52 - Asexual and Sexual Reproduction: National: NGSS HS-LS1-4; HS-LS3-2; DCI LS1.B, LS3.B; CCSS RST.9-10.2; RST.9-10.7; AP Biology IST-3, EVO-2. State frameworks: TX TEKS BIO.8A; FL NGSSS SC.912.L.16.17; VA SOL BIO.5d, BIO.7b; CA NGSS/NYSSLS HS-LS1-4, HS-LS3-2.

Human Reproduction and Development: Students identify reproductive anatomy, fertilization, early development, pregnancy stages, and how meiosis and fertilization maintain chromosome continuity. Rigor range: standard concept checks through honors/Pre-AP/AP-ready chromosome, regulation, and developmental consequence analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.53 - Human Reproduction and Development: Corresponding standards copied from the curriculum for skill 10.53: National: NGSS HS-LS1-4; HS-LS3-2; DCI LS1.B, LS3.B; CCSS RST.9-10.2; RST.9-10.7; AP Biology IST-3, SYI-2. State frameworks: TX TEKS BIO.12A, BIO.8A; FL NGSSS SC.912.L.16.13, SC.912.L.16.17; VA SOL BIO.3b, BIO.5d; CA NGSS/NYSSLS HS-LS1-4, HS-LS3-2.

Plant Reproduction and Life Cycles: Students identify flower and seed structures, pollination, fertilization, alternation of generations, and how plant reproductive structures support survival. Rigor range: standard concept checks through honors/Pre-AP/AP-ready chromosome, regulation, and developmental consequence analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.54 - Plant Reproduction and Life Cycles: Corresponding standards copied from the curriculum for skill 10.54: National: NGSS HS-LS1-4; HS-LS3-2; DCI LS1.B; CCSS RST.9-10.2; RST.9-10.7; AP Biology IST-3, SYI-2. State frameworks: TX TEKS BIO.12B, BIO.8A; FL NGSSS SC.912.L.14.7, SC.912.L.16.17; VA SOL BIO.3b, BIO.5d; CA NGSS/NYSSLS HS-LS1-4, HS-LS3-2.

DNA Structure and Chromosomes: Students identify nucleotide components, base-pairing rules, double-helix structure, genes, chromosomes, and how DNA stores hereditary information. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.55 - DNA Structure and Chromosomes: National: NGSS HS-LS1-1; HS-LS3-1; DCI LS1.A, LS3.A; CCSS RST.9-10.2; RST.9-10.7; AP Biology IST-1. State frameworks: TX TEKS BIO.7A; FL NGSSS SC.912.L.16.3, SC.912.L.16.9; VA SOL BIO.5a, BIO.5b; CA NGSS/NYSSLS HS-LS1-1, HS-LS3-1.

Genetic Code and Protein Traits: Students explain how nucleotide sequence influences amino acid sequence, protein structure, cell function, and observable traits. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.56 - Genetic Code and Protein Traits: National: NGSS HS-LS1-1; HS-LS3-1; DCI LS1.A, LS3.A; CCSS RST.9-10.2; RST.9-10.7; AP Biology IST-1, IST-2. State frameworks: TX TEKS BIO.7A, BIO.7B; FL NGSSS SC.912.L.16.5, SC.912.L.16.9; VA SOL BIO.2d, BIO.5a; CA NGSS/NYSSLS HS-LS1-1, HS-LS3-1.

Transcription: Students identify the role of RNA polymerase, template strands, mRNA formation, and base-pairing rules during transcription. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.57 - Transcription: Corresponding standards copied from the curriculum for skill 10.57: National: NGSS HS-LS1-1; DCI LS1.A; CCSS RST.9-10.3; RST.9-10.7; AP Biology IST-1, IST-2. State frameworks: TX TEKS BIO.7B; FL NGSSS SC.912.L.16.5, SC.912.L.16.9; VA SOL BIO.2d, BIO.5a; CA NGSS/NYSSLS HS-LS1-1.

Translation and Codon Tables: Students read codon charts, connect mRNA codons to amino acids, and identify the roles of ribosomes, tRNA, anticodons, start codons, and stop codons. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.58 - Translation and Codon Tables: Corresponding standards copied from the curriculum for skill 10.58: National: NGSS HS-LS1-1; DCI LS1.A; CCSS RST.9-10.7; HSS.CP.A.1; AP Biology IST-1, IST-2, SP4. State frameworks: TX TEKS BIO.7B; FL NGSSS SC.912.L.16.5, SC.912.L.16.9; VA SOL BIO.2d, BIO.5a; CA NGSS/NYSSLS HS-LS1-1.

Gene Regulation and Cell Identity: Students explain how environmental signals, transcription factors, regulatory DNA, and epigenetic changes can affect gene expression and cell specialization. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.59 - Gene Regulation and Cell Identity: National: NGSS HS-LS1-1; HS-LS1-4; DCI LS1.A, LS1.B; CCSS RST.9-10.2; RST.9-10.7; AP Biology IST-2, SYI-3. State frameworks: TX TEKS BIO.6B, BIO.7B; FL NGSSS SC.912.L.16.5, SC.912.L.14.2; VA SOL BIO.3e, BIO.5a; CA NGSS/NYSSLS HS-LS1-1, HS-LS1-4.

Mutations: Students identify substitution, insertion, deletion, frameshift, silent, missense, and nonsense mutations and predict possible effects on protein and phenotype. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.60 - Mutations: National: NGSS HS-LS3-1; HS-LS3-2; DCI LS3.A, LS3.B; CCSS RST.9-10.7; HSS.CP.A.1; AP Biology IST-1, EVO-2. State frameworks: TX TEKS BIO.7C; FL NGSSS SC.912.L.16.4, SC.912.L.16.9; VA SOL BIO.5c, BIO.7b; CA NGSS/NYSSLS HS-LS3-1, HS-LS3-2.

Karyotypes, Chromosomal Changes, and Genetic Disorders: Students interpret karyotypes and identify nondisjunction, deletion, duplication, inversion, translocation, and chromosome-number changes. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.61 - Karyotypes, Chromosomal Changes, and Genetic Disorders: National: NGSS HS-LS3-1; HS-LS3-2; DCI LS3.A, LS3.B; CCSS RST.9-10.7; HSS.ID.A.1; AP Biology IST-3, SP4. State frameworks: TX TEKS BIO.7C, BIO.8A; FL NGSSS SC.912.L.16.4, SC.912.L.16.16; VA SOL BIO.5c, BIO.5d; CA NGSS/NYSSLS HS-LS3-1, HS-LS3-2.

Meiosis I and Meiosis II: Students sequence meiosis, identify homologous chromosomes and sister chromatids, and explain how chromosome number is reduced to form gametes. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.62 - Meiosis I and Meiosis II: National: NGSS HS-LS3-1; HS-LS3-2; DCI LS3.A, LS3.B; CCSS RST.9-10.3; RST.9-10.7; AP Biology IST-3. State frameworks: TX TEKS BIO.8A; FL NGSSS SC.912.L.16.16, SC.912.L.16.17; VA SOL BIO.5d; CA NGSS/NYSSLS HS-LS3-1, HS-LS3-2.

Genetic Variation from Sexual Reproduction: Students explain how crossing over, independent assortment, random fertilization, and mutation increase genetic diversity. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.63 - Genetic Variation from Sexual Reproduction: Corresponding standards copied from the curriculum for skill 10.63: National: NGSS HS-LS3-2; HS-LS4-2; DCI LS3.B, LS4.B; CCSS RST.9-10.2; HSS.CP.A.1; AP Biology IST-3, EVO-2. State frameworks: TX TEKS BIO.8A, BIO.10D; FL NGSSS SC.912.L.16.16, SC.912.L.16.17, SC.912.L.15.15; VA SOL BIO.5d, BIO.7b; CA NGSS/NYSSLS HS-LS3-2, HS-LS4-2.

Mendelian Inheritance and Punnett Squares: Students predict genotypes and phenotypes for monohybrid crosses and interpret dominant, recessive, homozygous, heterozygous, genotype, and phenotype patterns. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.64 - Mendelian Inheritance and Punnett Squares: Corresponding standards copied from the curriculum for skill 10.64: National: NGSS HS-LS3-3; DCI LS3.B; CCSS HSS.CP.A.1-5; HSS.CP.B.6-9; RST.9-10.7; AP Biology IST-3, SP5. State frameworks: TX TEKS BIO.8B; FL NGSSS SC.912.L.16.1, SC.912.L.16.2; VA SOL BIO.5c; CA NGSS/NYSSLS HS-LS3-3.

Dihybrid Crosses and Probability: Students use multiplication and addition rules to predict outcomes of dihybrid crosses and independent inheritance patterns. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.65 - Dihybrid Crosses and Probability: National: NGSS HS-LS3-3; SEP: Using Mathematics; CCSS HSS.CP.A.1-5; HSS.CP.B.6-9; AP Biology IST-3, SP5. State frameworks: TX TEKS BIO.8B; FL NGSSS SC.912.L.16.1, SC.912.L.16.2; VA SOL BIO.5c; CA NGSS/NYSSLS HS-LS3-3.

Non-Mendelian Inheritance: Students identify incomplete dominance, codominance, multiple alleles, polygenic traits, and environmental interactions from inheritance patterns and data. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.66 - Non-Mendelian Inheritance: Corresponding standards copied from the curriculum for skill 10.66: National: NGSS HS-LS3-3; DCI LS3.B; CCSS HSS.CP.A.1-5; RST.9-10.7; AP Biology IST-3, SP5. State frameworks: TX TEKS BIO.8B; FL NGSSS SC.912.L.16.1, SC.912.L.16.2; VA SOL BIO.5c; CA NGSS/NYSSLS HS-LS3-3.

Sex-Linked Traits and Pedigrees: Students interpret pedigrees and identify autosomal, sex-linked, dominant, recessive, carrier, and inheritance-risk patterns. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.67 - Sex-Linked Traits and Pedigrees: Corresponding standards copied from the curriculum for skill 10.67: National: NGSS HS-LS3-3; DCI LS3.B; CCSS HSS.CP.A.1-5; RST.9-10.7; AP Biology IST-3, SP5. State frameworks: TX TEKS BIO.8B; FL NGSSS SC.912.L.16.1, SC.912.L.16.2; VA SOL BIO.5c; CA NGSS/NYSSLS HS-LS3-3.

Polygenic and Environmental Influences on Traits: Students analyze trait variation and distinguish genetic, environmental, and gene-environment contributions to phenotype distributions. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.68 - Polygenic and Environmental Influences on Traits: Corresponding standards copied from the curriculum for skill 10.68: National: NGSS HS-LS3-2; HS-LS3-3; DCI LS3.B; CCSS HSS.ID.A.1-4; HSS.IC.B.3-6; AP Biology IST-3, EVO-2, SP5. State frameworks: TX TEKS BIO.8B, BIO.10D; FL NGSSS SC.912.L.16.1, SC.912.L.16.2; VA SOL BIO.5c, BIO.7b; CA NGSS/NYSSLS HS-LS3-2, HS-LS3-3..

Population Genetics and Allele Frequencies: Students calculate or interpret allele frequencies and explain how selection, drift, gene flow, mutation, and recombination can change gene pools. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.69 - Population Genetics and Allele Frequencies: Corresponding standards copied from the curriculum for skill 10.69: National: NGSS HS-LS3-3; HS-LS4-3; DCI LS3.B, LS4.B, LS4.C; CCSS HSS.ID.A.1-4; HSS.IC.B.3-6; AP Biology EVO-3, SP5. State frameworks: TX TEKS BIO.10D; FL NGSSS SC.912.L.15.13, SC.912.L.15.14, SC.912.L.15.15; VA SOL BIO.7b, BIO.7c; CA NGSS/NYSSLS HS-LS3-3, HS-LS4-3.

DNA Technologies: PCR, Restriction Enzymes, and Gel Electrophoresis: Students interpret diagrams and results from PCR, restriction enzyme digestion, DNA fingerprinting, gel electrophoresis, and sequencing. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.70 - DNA Technologies: PCR, Restriction Enzymes, and Gel Electrophoresis: National: NGSS HS-LS1-1; HS-LS3-1; SEP: Analyzing Data; CCSS RST.9-10.3; RST.9-10.7; HSS.ID.A.1; AP Biology IST-4, SP4, SP5. State frameworks: TX TEKS BIO.7D, BIO.1D; FL NGSSS SC.912.L.16.10; VA SOL BIO.5e; CA NGSS/NYSSLS HS-LS1-1, HS-LS3-1.

Genetic Engineering, CRISPR, and Synthetic Biology: Students identify purposes, mechanisms, benefits, risks, and ethical issues in genetic engineering, CRISPR, gene therapy, GMOs, and synthetic biology. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.71 - Genetic Engineering, CRISPR, and Synthetic Biology: National: NGSS HS-LS1-1; HS-LS3-1; HS-ETS1-1; SEP: Evaluating Solutions; CCSS RST.9-10.8; WHST.9-10.1; WHST.9-10.9; AP Biology IST-4, SP6. State frameworks: TX TEKS BIO.7D, BIO.4B; FL NGSSS SC.912.L.16.10, SC.912.N.2.1; VA SOL BIO.5e; CA NGSS/NYSSLS HS-LS1-1, HS-LS3-1, HS-ETS1-1.

Bioinformatics, Genomics, and Genetic Bioethics: Students interpret sequence comparisons, database outputs, simple phylogenetic or genomic evidence, and ethical considerations involving privacy, equity, and biological data. Rigor range: standard concept checks through honors/Pre-AP/AP-ready sequence, probability, pedigree, population, and bioethics analysis.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.72 - Bioinformatics, Genomics, and Genetic Bioethics: Corresponding standards copied from the curriculum for skill 10.72: National: NGSS HS-LS1-1; HS-LS4-1; SEP: Using Mathematics and Computational Thinking; CCSS RST.9-10.7; RST.9-10.8; HSS.IC.B.6; AP Biology IST-4, EVO-1, SP4, SP6. State frameworks: TX TEKS BIO.7D, BIO.4A, BIO.4B; FL NGSSS SC.912.L.16.10, SC.912.N.1.7, SC.912.N.2.1; VA SOL BIO.5e, BIO.6a; CA NGSS/NYSSLS HS-LS1-1, HS-LS4-1..

Evidence for Common Ancestry: Students compare fossil, anatomical, embryological, biogeographic, and molecular evidence that supports common ancestry and biological evolution. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.73 - Evidence for Common Ancestry: National: NGSS HS-LS4-1; DCI LS4.A; CCSS RST.9-10.1; RST.9-10.9; AP Biology EVO-1, SP6. State frameworks: TX TEKS BIO.9A; FL NGSSS SC.912.L.15.1; VA SOL BIO.7a, BIO.7d; CA NGSS/NYSSLS HS-LS4-1.

Natural Selection Mechanism: Students identify inherited variation, overproduction, limited resources, differential survival, differential reproduction, and population-level change over generations. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.74 - Natural Selection Mechanism: National: NGSS HS-LS4-2; HS-LS4-3; DCI LS4.B, LS4.C; CCSS RST.9-10.2; HSS.ID.C.7; AP Biology EVO-2, SP6. State frameworks: TX TEKS BIO.10A, BIO.10B; FL NGSSS SC.912.L.15.13; VA SOL BIO.7b, BIO.7c; CA NGSS/NYSSLS HS-LS4-2, HS-LS4-3.

Adaptation and Fitness: Students distinguish adaptations from acclimation, identify environmental context, and predict how traits affect fitness in specific conditions. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.75 - Adaptation and Fitness: National: NGSS HS-LS4-2; HS-LS4-3; HS-LS4-4; DCI LS4.B, LS4.C; CCSS RST.9-10.2; RST.9-10.7; AP Biology EVO-2. State frameworks: TX TEKS BIO.10A, BIO.10B; FL NGSSS SC.912.L.15.13; VA SOL BIO.7b, BIO.7c; CA NGSS/NYSSLS HS-LS4-2, HS-LS4-3, HS-LS4-4.

Artificial Selection and Human-Driven Evolution: Students explain how humans influence trait frequencies through selective breeding, agriculture, pesticide use, antibiotic use, and other environmental pressures. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.76 - Artificial Selection and Human-Driven Evolution: National: NGSS HS-LS4-3; HS-LS4-4; HS-LS4-6; CCSS RST.9-10.2; WHST.9-10.9; AP Biology EVO-2, EVO-4. State frameworks: TX TEKS BIO.10A, BIO.10D; FL NGSSS SC.912.L.15.13, SC.912.L.15.15; VA SOL BIO.7b, BIO.7d; CA NGSS/NYSSLS HS-LS4-3, HS-LS4-4, HS-LS4-6.

Genetic Drift, Gene Flow, Mutation, and Recombination: Students compare non-selection mechanisms of evolution and predict how each changes genetic variation and allele frequencies. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.77 - Genetic Drift, Gene Flow, Mutation, and Recombination: National: NGSS HS-LS3-2; HS-LS4-2; HS-LS4-3; DCI LS3.B, LS4.B, LS4.C; CCSS HSS.ID.A.1-4; HSS.IC.B.3-6; AP Biology EVO-3, SP5. State frameworks: TX TEKS BIO.10D; FL NGSSS SC.912.L.15.14, SC.912.L.15.15; VA SOL BIO.7b, BIO.7c; CA NGSS/NYSSLS HS-LS3-2, HS-LS4-2, HS-LS4-3.

Speciation and Reproductive Isolation: Students distinguish prezygotic and postzygotic barriers and identify how isolation, selection, drift, and environmental change can lead to new species. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.78 - Speciation and Reproductive Isolation: National: NGSS HS-LS4-3; HS-LS4-4; HS-LS4-5; DCI LS4.C, LS4.D; CCSS RST.9-10.2; RST.9-10.7; AP Biology EVO-3. State frameworks: TX TEKS BIO.10C; FL NGSSS SC.912.L.15.13; VA SOL BIO.7c; CA NGSS/NYSSLS HS-LS4-3, HS-LS4-4, HS-LS4-5.

Phylogenetic Trees and Cladograms: Students interpret common ancestors, shared derived traits, branching patterns, molecular data, and evolutionary relationships in cladograms and phylogenies. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.79 - Phylogenetic Trees and Cladograms: National: NGSS HS-LS4-1; DCI LS4.A; SEP: Developing Models; CCSS RST.9-10.7; RST.9-10.9; AP Biology EVO-1, SP2. State frameworks: TX TEKS BIO.9A; FL NGSSS SC.912.L.15.4, SC.912.L.15.6; VA SOL BIO.6a-f, BIO.7a; CA NGSS/NYSSLS HS-LS4-1.

Classification, Domains, and Kingdom-Level Patterns: Students classify organisms using domains, kingdoms, structural traits, biochemical evidence, evolutionary relationships, and updated scientific information. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.80 - Classification, Domains, and Kingdom-Level Patterns: Corresponding standards copied from the curriculum for skill 10.80: National: NGSS HS-LS4-1; DCI LS4.A; CCSS RST.9-10.2; RST.9-10.7; AP Biology EVO-1. State frameworks: TX TEKS BIO.5B, BIO.9A; FL NGSSS SC.912.L.15.4, SC.912.L.15.5, SC.912.L.15.6; VA SOL BIO.6a-f; CA NGSS/NYSSLS HS-LS4-1.

Fossil Record Patterns, Extinction, and Macroevolution: Students interpret fossil record patterns, gradualism, stasis, abrupt appearance, extinction events, adaptive radiations, and broad evolutionary change. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.81 - Fossil Record Patterns, Extinction, and Macroevolution: National: NGSS HS-LS4-1; HS-LS4-5; DCI LS4.A, LS4.D; CCSS RST.9-10.7; RST.9-10.9; AP Biology EVO-1, EVO-3. State frameworks: TX TEKS BIO.9A, BIO.9B; FL NGSSS SC.912.L.15.1; VA SOL BIO.6b, BIO.7a, BIO.7d; CA NGSS/NYSSLS HS-LS4-1, HS-LS4-5.

Origin of Life Explanations and Early Earth Evidence: Students distinguish scientific explanations about early Earth and the origin of life from unsupported claims and evaluate evidence and limitations. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.82 - Origin of Life Explanations and Early Earth Evidence: National: NGSS Nature of Science; HS-LS4-1; SEP: Evaluating Information; CCSS RST.9-10.1; RST.9-10.8; AP Biology EVO-1, SP1, SP6. State frameworks: TX TEKS BIO.7A, BIO.9A; FL NGSSS SC.912.L.15.8, SC.912.N.1.3, SC.912.N.3.1; VA SOL BIO.7d; CA NGSS/NYSSLS HS-LS4-1; Nature of Science.

Human Evolution and Hominid Trends: Students interpret evidence for human evolution, including fossil trends, comparative anatomy, molecular evidence, brain size, tools, and bipedalism. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.83 - Human Evolution and Hominid Trends: National: NGSS HS-LS4-1; DCI LS4.A; CCSS RST.9-10.1; RST.9-10.9; AP Biology EVO-1. State frameworks: TX TEKS BIO.9A; FL NGSSS SC.912.L.15.10, SC.912.L.15.1; VA SOL BIO.7a, BIO.7d; CA NGSS/NYSSLS HS-LS4-1.

Evolution Data Analysis and Scientific Argumentation: Students use graphs, simulations, fossil data, DNA comparisons, and population data to evaluate evolutionary claims and select evidence-based explanations. Rigor range: standard concept checks through honors/Pre-AP/AP-ready evidence, phylogeny, population, and evolutionary mechanism analysis.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.84 - Evolution Data Analysis and Scientific Argumentation: Corresponding standards copied from the curriculum for skill 10.84: National: NGSS HS-LS4-1; HS-LS4-2; HS-LS4-3; SEP: Analyzing Data and Argument; CCSS RST.9-10.1; RST.9-10.7; RST.9-10.8; HSS.ID.A.1-4; AP Biology EVO-1, EVO-2, SP4, SP5, SP6. State frameworks: TX TEKS BIO.2B, BIO.4A, BIO.9A, BIO.10A; FL NGSSS SC.912.L.15.1, SC.912.L.15.13, SC.912.N.1.6; VA SOL BIO.1c, BIO.1d, BIO.7a-d; CA NGSS/NYSSLS HS-LS4-1, HS-LS4-2, HS-LS4-3.

Ecological Organization and Systems: Students identify organism, population, community, ecosystem, biome, and biosphere levels and explain how system boundaries affect ecological analysis. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.85 - Ecological Organization and Systems: National: NGSS HS-LS2-1; HS-LS2-2; DCI LS2.A; Crosscutting Concepts: Systems; CCSS RST.9-10.2; RST.9-10.7; AP Biology SYI-1. State frameworks: TX TEKS BIO.13A; FL NGSSS SC.912.L.17.5, SC.912.L.17.9; VA SOL BIO.8a; CA NGSS/NYSSLS HS-LS2-1, HS-LS2-2.

Biotic and Abiotic Factors: Students identify living and nonliving factors and predict how light, temperature, water, nutrients, salinity, space, and pH affect organisms. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.86 - Biotic and Abiotic Factors: National: NGSS HS-LS2-1; HS-LS2-2; DCI LS2.A; CCSS RST.9-10.2; RST.9-10.7; AP Biology SYI-1. State frameworks: TX TEKS BIO.13A; FL NGSSS SC.912.L.17.2, SC.912.L.17.5; VA SOL BIO.8a; CA NGSS/NYSSLS HS-LS2-1, HS-LS2-2.

Ecological Relationships and Niches: Students classify predation, competition, mutualism, commensalism, parasitism, resource partitioning, and niche relationships and predict their effects on stability. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.87 - Ecological Relationships and Niches: Corresponding standards copied from the curriculum for skill 10.87: National: NGSS HS-LS2-2; DCI LS2.A, LS2.C; CCSS RST.9-10.2; RST.9-10.7; AP Biology SYI-1. State frameworks: TX TEKS BIO.13A; FL NGSSS SC.912.L.17.9; VA SOL BIO.8a; CA NGSS/NYSSLS HS-LS2-2..

Population Size, Density, and Distribution: Students interpret population data, age structure, density, dispersion, and changes caused by births, deaths, immigration, and emigration. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.88 - Population Size, Density, and Distribution: National: NGSS HS-LS2-1; DCI LS2.A; CCSS HSS.ID.A.1-4; RST.9-10.7; AP Biology SYI-1, SP4. State frameworks: TX TEKS BIO.13A; FL NGSSS SC.912.L.17.1, SC.912.L.17.5; VA SOL BIO.8a; CA NGSS/NYSSLS HS-LS2-1.

Population Growth Models: Students compare exponential and logistic growth, interpret growth curves, and predict how environmental resistance affects population change. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.89 - Population Growth Models: National: NGSS HS-LS2-1; DCI LS2.A; CCSS HSS.ID.A.1-4; HSF-LE.A.1-3; RST.9-10.7; AP Biology SYI-1, SP4, SP5. State frameworks: TX TEKS BIO.13A; FL NGSSS SC.912.L.17.5; VA SOL BIO.8a; CA NGSS/NYSSLS HS-LS2-1.

Carrying Capacity and Limiting Factors: Students identify density-dependent and density-independent limiting factors and predict effects on carrying capacity and population stability. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.90 - Carrying Capacity and Limiting Factors: National: NGSS HS-LS2-1; HS-LS2-2; DCI LS2.A, LS2.C; CCSS RST.9-10.7; HSS.ID.C.7; AP Biology SYI-1. State frameworks: TX TEKS BIO.13A; FL NGSSS SC.912.L.17.5; VA SOL BIO.8a; CA NGSS/NYSSLS HS-LS2-1, HS-LS2-2.

Food Chains, Food Webs, and Trophic Roles: Students identify producers, consumers, decomposers, trophic levels, feeding relationships, and energy pathways in food chains and food webs. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.91 - Food Chains, Food Webs, and Trophic Roles: Corresponding standards copied from the curriculum for skill 10.91: National: NGSS HS-LS2-4; DCI LS2.B; CCSS RST.9-10.7; HSS.ID.A.1; AP Biology ENE-5, SYI-1. State frameworks: TX TEKS BIO.13B; FL NGSSS SC.912.L.17.9; VA SOL BIO.8b; CA NGSS/NYSSLS HS-LS2-4.

Energy Transfer and Ecological Pyramids: Students calculate or interpret energy transfer efficiency, biomass pyramids, number pyramids, productivity, and energy loss between trophic levels. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.92 - Energy Transfer and Ecological Pyramids: Corresponding standards copied from the curriculum for skill 10.92: National: NGSS HS-LS2-4; DCI LS2.B; SEP: Using Mathematics; CCSS HSS.ID.A.1-4; HSN-Q.A.1; RST.9-10.7; AP Biology ENE-5, SP5. State frameworks: TX TEKS BIO.13B; FL NGSSS SC.912.L.17.9; VA SOL BIO.8b; CA NGSS/NYSSLS HS-LS2-4.

Carbon Cycle: Students trace carbon through photosynthesis, respiration, decomposition, fossil fuels, oceans, atmosphere, biomass, and human activities. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.93 - Carbon Cycle: National: NGSS HS-LS2-3; HS-LS2-5; DCI LS2.B; CCSS RST.9-10.7; HSS.ID.A.1; AP Biology ENE-5. State frameworks: TX TEKS BIO.13C; FL NGSSS SC.912.L.17.9, SC.912.L.18.9; VA SOL BIO.8b; CA NGSS/NYSSLS HS-LS2-3, HS-LS2-5.

Nitrogen, Water, and Phosphorus Cycles: Students model major steps and reservoirs in nitrogen, water, and phosphorus cycles and predict how disruptions affect ecosystems. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.94 - Nitrogen, Water, and Phosphorus Cycles: National: NGSS HS-LS2-3; HS-LS2-5; DCI LS2.B; CCSS RST.9-10.7; RST.9-10.2; AP Biology ENE-5. State frameworks: TX TEKS BIO.13C; FL NGSSS SC.912.L.17.9, SC.912.E.7.1; VA SOL BIO.8b; CA NGSS/NYSSLS HS-LS2-3, HS-LS2-5.

Matter and Energy in Ecosystem Models: Students select and interpret models showing matter cycling, energy flow, trophic efficiency, and system-level consequences of disturbance. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.95 - Matter and Energy in Ecosystem Models: National: NGSS HS-LS2-3; HS-LS2-4; HS-LS2-5; SEP: Developing Models; CCSS RST.9-10.7; HSS.ID.A.1-4; AP Biology ENE-5, SP2, SP4. State frameworks: TX TEKS BIO.13B, BIO.13C; FL NGSSS SC.912.L.17.9, SC.912.L.18.9; VA SOL BIO.8b; CA NGSS/NYSSLS HS-LS2-3, HS-LS2-4, HS-LS2-5.

Ecological Succession: Students compare primary and secondary succession and predict how communities change after disturbances over time. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.96 - Ecological Succession: Corresponding standards copied from the curriculum for skill 10.96: National: NGSS HS-LS2-2; HS-LS2-6; DCI LS2.C; CCSS RST.9-10.2; RST.9-10.7; AP Biology SYI-1. State frameworks: TX TEKS BIO.13D; FL NGSSS SC.912.L.17.4, SC.912.L.17.5; VA SOL BIO.8c, BIO.8d; CA NGSS/NYSSLS HS-LS2-2, HS-LS2-6.

Biodiversity, Stability, and Ecosystem Services: Students explain how genetic, species, and ecosystem diversity support resilience, stability, and services such as pollination, purification, and nutrient cycling. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.97 - Biodiversity, Stability, and Ecosystem Services: National: NGSS HS-LS2-2; HS-LS2-6; HS-LS4-6; DCI LS2.C, LS4.D; CCSS RST.9-10.2; WHST.9-10.9; AP Biology SYI-1, EVO-4. State frameworks: TX TEKS BIO.13D; FL NGSSS SC.912.L.17.8, SC.912.L.17.20; VA SOL BIO.8d; CA NGSS/NYSSLS HS-LS2-2, HS-LS2-6, HS-LS4-6.

Invasive Species and Ecosystem Disruption: Students identify traits and pathways of invasive species and predict impacts on food webs, competition, biodiversity, and ecosystem stability. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.98 - Invasive Species and Ecosystem Disruption: Corresponding standards copied from the curriculum for skill 10.98: National: NGSS HS-LS2-2; HS-LS2-6; HS-LS4-6; CCSS RST.9-10.2; RST.9-10.7; AP Biology SYI-1, EVO-4. State frameworks: TX TEKS BIO.13D; FL NGSSS SC.912.L.17.8, SC.912.L.17.20; VA SOL BIO.8d; CA NGSS/NYSSLS HS-LS2-2, HS-LS2-6, HS-LS4-6.

Human Impacts, Climate Change, and Conservation: Students evaluate evidence and solutions related to habitat loss, pollution, resource use, climate change, sustainability, conservation, and trade-offs. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.99 - Human Impacts, Climate Change, and Conservation: National: NGSS HS-LS2-7; HS-LS4-6; HS-ETS1-1, HS-ETS1-3; CCSS RST.9-10.8; WHST.9-10.1; WHST.9-10.9; AP Biology SYI-1, EVO-4, SP6. State frameworks: TX TEKS BIO.13D, BIO.4B; FL NGSSS SC.912.L.17.11, SC.912.L.17.13, SC.912.L.17.20; VA SOL BIO.8d; CA NGSS/NYSSLS HS-LS2-7, HS-LS4-6, HS-ETS1-1, HS-ETS1-3.

Epidemiology, Disease Ecology, and One Health: Students interpret outbreak, transmission, immunity, vaccination, antimicrobial resistance, and ecosystem-health data to select evidence-based public health explanations. Rigor range: standard concept checks through honors/Pre-AP/AP-ready quantitative ecosystem modeling, systems analysis, and solution trade-off evaluation. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.100 - Epidemiology, Disease Ecology, and One Health: National: NGSS HS-LS2-1; HS-LS2-8; HS-LS4-4; SEP: Analyzing Data; CCSS RST.9-10.7; RST.9-10.8; HSS.ID.A.1-4; AP Biology SYI-1, EVO-4, SP4, SP6. State frameworks: TX TEKS BIO.5D, BIO.12A, BIO.13A; FL NGSSS SC.912.L.14.6, SC.912.L.14.52, SC.912.L.17.5; VA SOL BIO.4a-e, BIO.8a; CA NGSS/NYSSLS HS-LS2-1, HS-LS2-8, HS-LS4-4.

Tissues, Organs, and System Interdependence: Students analyze how specialized cells, tissues, organs, and organ systems interact to maintain organism function and respond to changing internal or external conditions. Rigor range: standard concept checks through honors/Pre-AP/AP-ready integrated physiology, plant systems, health data, and applied decision-making. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.101 - Tissues, Organs, and System Interdependence: Corresponding standards copied from the curriculum for skill 10.101: National: NGSS HS-LS1-2; HS-LS1-3; DCI LS1.A; SEP Developing and Using Models; CCSS RST.9-10.7; RST.11-12.7; HSN-Q.A.1; AP Biology SYI-2, SYI-3, SP2, SP4. State frameworks: TX TEKS BIO.12A; FL NGSSS SC.912.L.14.26, SC.912.L.14.36; VA SOL BIO.3b, BIO.3d; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-3.

Digestive Systems and Metabolic Integration: Students connect mechanical digestion, chemical digestion, enzyme action, absorption, transport of nutrients, and cellular energy needs to whole-organism homeostasis. Rigor range: standard concept checks through honors/Pre-AP/AP-ready integrated physiology, plant systems, health data, and applied decision-making.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.102 - Digestive Systems and Metabolic Integration: Corresponding standards copied from the curriculum for skill 10.102: National: NGSS HS-LS1-2; HS-LS1-3; HS-LS1-7; DCI LS1.A, LS1.C; CCSS RST.9-10.2; RST.11-12.2; RST.9-10.7; AP Biology ENE-1, ENE-4, SYI-2, SP1. State frameworks: TX TEKS BIO.11A, BIO.11B, BIO.12A; FL NGSSS SC.912.L.14.36, SC.912.L.18.10, SC.912.L.18.11; VA SOL BIO.2e, BIO.3b; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-7.

Respiratory and Circulatory System Integration: Students interpret how respiratory surfaces, blood, hemoglobin, capillaries, the heart, and concentration gradients support gas exchange and transport across multiple body systems. Rigor range: standard concept checks through honors/Pre-AP/AP-ready integrated physiology, plant systems, health data, and applied decision-making. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.103 - Respiratory and Circulatory System Integration: Corresponding standards copied from the curriculum for skill 10.103: National: NGSS HS-LS1-2; HS-LS1-3; DCI LS1.A; CCC Structure and Function; CCSS RST.9-10.7; RST.11-12.7; HSS.ID.A.1; AP Biology ENE-1, SYI-2, SYI-3, SP4. State frameworks: TX TEKS BIO.12A; FL NGSSS SC.912.L.14.36; VA SOL BIO.3b, BIO.3d; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-3.

Excretion, Osmoregulation, and Internal Balance: Students explain how kidneys, nephrons, membranes, water potential, solute gradients, and feedback responses help organisms remove wastes and regulate water balance. Rigor range: standard concept checks through honors/Pre-AP/AP-ready integrated physiology, plant systems, health data, and applied decision-making.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.104 - Excretion, Osmoregulation, and Internal Balance: Corresponding standards copied from the curriculum for skill 10.104: National: NGSS HS-LS1-2; HS-LS1-3; DCI LS1.A; CCC Stability and Change; CCSS RST.9-10.7; RST.11-12.7; HSN-Q.A.1; AP Biology ENE-2, SYI-3, SP2, SP4. State frameworks: TX TEKS BIO.5C, BIO.12A; FL NGSSS SC.912.L.14.2, SC.912.L.14.36; VA SOL BIO.3b, BIO.3d; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-3..

Neural Signaling and Behavioral Responses: Students identify stimulus-response pathways and interpret how neurons, synapses, neurotransmitters, sensory receptors, and effectors coordinate behavior and survival responses. Rigor range: standard concept checks through honors/Pre-AP/AP-ready integrated physiology, plant systems, health data, and applied decision-making. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.105 - Neural Signaling and Behavioral Responses: Corresponding standards copied from the curriculum for skill 10.105: National: NGSS HS-LS1-2; HS-LS1-3; HS-LS4-2; DCI LS1.A, LS1.D; CCSS RST.9-10.2; RST.11-12.7; RST.9-10.8; AP Biology SYI-2, SYI-3, IST-3, SP1. State frameworks: TX TEKS BIO.12A, BIO.12C; FL NGSSS SC.912.L.14.26, SC.912.L.14.52; VA SOL BIO.3b, BIO.3d; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-3.

Endocrine Feedback and Hormonal Regulation: Students analyze how hormones, receptors, glands, target cells, and negative feedback regulate processes such as glucose balance, growth, reproduction, and stress responses. Rigor range: standard concept checks through honors/Pre-AP/AP-ready integrated physiology, plant systems, health data, and applied decision-making.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.106 - Endocrine Feedback and Hormonal Regulation: Corresponding standards copied from the curriculum for skill 10.106: National: NGSS HS-LS1-2; HS-LS1-3; DCI LS1.A; CCC Cause and Effect; CCSS RST.9-10.7; RST.11-12.7; HSS.ID.C.7; AP Biology SYI-3, IST-3, SP4, SP5. State frameworks: TX TEKS BIO.12A, BIO.12C; FL NGSSS SC.912.L.14.52; VA SOL BIO.3b, BIO.3d; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-3.

Immune Specificity, Vaccination, and Disease Response: Students distinguish innate and adaptive immune defenses and use evidence about antigens, antibodies, memory cells, vaccines, antibiotics, and resistance to evaluate health decisions. Rigor range: standard concept checks through honors/Pre-AP/AP-ready integrated physiology, plant systems, health data, and applied decision-making. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.107 - Immune Specificity, Vaccination, and Disease Response: Corresponding standards copied from the curriculum for skill 10.107: National: NGSS HS-LS1-2; HS-LS1-3; HS-LS2-1; SEP Engaging in Argument from Evidence; CCSS RST.9-10.8; RST.11-12.8; WHST.9-10.9; AP Biology SYI-3, IST-5, SP1, SP6. State frameworks: TX TEKS BIO.5D, BIO.12A; FL NGSSS SC.912.L.14.6, SC.912.L.14.52; VA SOL BIO.4a-e; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-3, HS-LS2-1.

Plant Transport and Transpiration: Students connect xylem, phloem, stomata, guard cells, water potential, transpiration, cohesion-tension, and source-sink movement to plant survival and productivity. Rigor range: standard concept checks through honors/Pre-AP/AP-ready integrated physiology, plant systems, health data, and applied decision-making. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.108 - Plant Transport and Transpiration: Corresponding standards copied from the curriculum for skill 10.108: National: NGSS HS-LS1-2; HS-LS1-3; HS-LS1-5; DCI LS1.A, LS1.C; CCSS RST.9-10.7; RST.11-12.7; HSN-Q.A.1; AP Biology ENE-2, ENE-3, SYI-2, SP2. State frameworks: TX TEKS BIO.12B, BIO.11A; FL NGSSS SC.912.L.14.7, SC.912.L.18.7; VA SOL BIO.3b, BIO.2e; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-5.

Plant Hormones, Tropisms, and Reproductive Success: Students interpret how plant hormones, tropisms, photoperiodism, flowers, seeds, fruits, pollination, and dispersal strategies affect growth, reproduction, and fitness. Rigor range: standard concept checks through honors/Pre-AP/AP-ready integrated physiology, plant systems, health data, and applied decision-making.. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.109 - Plant Hormones, Tropisms, and Reproductive Success: Corresponding standards copied from the curriculum for skill 10.109: National: NGSS HS-LS1-2; HS-LS1-3; HS-LS1-4; HS-LS4-2; DCI LS1.B; CCSS RST.9-10.2; RST.11-12.2; RST.9-10.7; AP Biology SYI-2, SYI-3, EVO-2, SP1. State frameworks: TX TEKS BIO.12B, BIO.8A; FL NGSSS SC.912.L.14.7, SC.912.L.16.17; VA SOL BIO.3b, BIO.7b; CA NGSS/NYSSLS HS-LS1-2, HS-LS1-4, HS-LS4-2.

Applied Biology Decision-Making Across Systems: Students synthesize biological evidence from health, agriculture, biotechnology, conservation, and public policy scenarios to select scientifically justified decisions and identify limitations. Rigor range: standard concept checks through honors/Pre-AP/AP-ready integrated physiology, plant systems, health data, and applied decision-making. Aligned to FreeK12Practice High School Biology Curriculum Crosswalk (NGSS/NRC Framework; CCSS Literacy and Mathematics; AP Biology enrichment; Texas TEKS Biology; Florida NGSSS/CPALMS Biology; Virginia SOL Biology; California NGSS and New York State Science Learning Standards) BIO.10.110 - Applied Biology Decision-Making Across Systems: Corresponding standards copied from the curriculum for skill 10.110: National: NGSS HS-LS1-3; HS-LS2-7; HS-LS4-6; HS-ETS1-3; SEP Constructing Explanations and Argument from Evidence; CCSS RST.9-10.8; RST.11-12.8; WHST.9-10.1; WHST.11-12.1; AP Biology SP1, SP3, SP4, SP5, SP6. State frameworks: TX TEKS BIO.3A-C, BIO.4B-C, BIO.13D; FL NGSSS SC.912.N.1.3, SC.912.N.2.1, SC.912.L.17.20; VA SOL BIO.1d, BIO.1f, BIO.8d; CA NGSS/NYSSLS HS-LS1-3, HS-LS2-7, HS-LS4-6, HS-ETS1-3.