High School Biology Full-Year Curriculum

High School Biology is a complete, full-year, hands-on science curriculum designed for students in grades 8-12. Through nine Science Unlocked modules, students explore adaptation and ecosystems, biochemical processes, DNA, and genetics while asking questions, analyzing evidence, and building scientific understanding through hands-on learning.

The full-year curriculum includes:

• Full-color Student Workbooks
• Teacher Guides with step-by-step teaching support
• Student assessments
• Required science materials for hands-on investigations
• Suggested schedules and lesson-planning guidance
• Support for teaching students of different ages and abilities

No science background is required. Each module includes an easy-to-use Teacher Guide that helps parents understand the science behind each lesson, guide hands-on investigations, evaluate student responses, and support meaningful scientific discussion.

The High School Biology Full-Year Curriculum meets all 24 NGSS HS-LS standards plus 5 additional HST science goal to fill biology gaps we see in NGSS. It includes the following modules:

Adaptations & Ecosystems 

Module 1: Ancient Organisms

Understand the Past to Understand the Present

Design and carry out investigations to explore fossils and how scientists use them to understand ancient and modern organisms.

Module 2: Game of Survival

Populations Under Pressure

Play a survival game to learn about natural selection and examine examples across different classes of animals.

Module 3: Unintended Consequences

Effectiveness of Ecosystem Services

Test the effects of compaction on plants, model the ecosystem services of mangroves, and examine invasive and non-native species in your community.

Biochemical Processes 

Module 4: Breathing Without Air

Flow of Energy and Matter in Respiration

Learn how energy and matter move through organisms and ecosystems during respiration, both with and without oxygen.

Module 5: Revenge of the Synth

The Biochemistry of Photosynthesis

Connect biological structures to the chemical processes of photosynthesis and discover unusual organisms that photosynthesize.

Module 6: Chasing Equilibrium

Osmosis and Diffusion

Use hands-on activities to explore osmosis and diffusion and how these processes help keep the body regulated.

DNA & Genetics 

Module 7: Cats and Chromosomes

The Genetic Basis of Unique Traits

Use Punnett squares and cat pedigrees to explore how genetics influences traits and consider related ethical questions.

Module 8: Crack the Code

Solving Medical Mysteries

Apply concepts in genetics and DNA to gather evidence and solve a disease mystery.

Module 9: Flashy Feathers

Biological Populations Changing Over Time

Play a game, examine seeds, grow plants, and raise an ant farm to explore heritable traits and how populations change over time.

More information about the learning objectives in each module can be found in the contents section below. This NAPPA Award-winning high school biology homeschool curriculum is based on the NGSS science standards for 8th through 12th-grade science education. Read the contents section below to learn more about the standards met in each module. 

Where does this curriculum fit in Science Unlocked?
High School Biology is part of Launch, the Science Unlocked level for grades 8-12. Launch builds on the hands-on, inquiry-first learning of earlier Science Unlocked levels while supporting greater student independence.

What comes next?
Continue through the Launch pathway with the science discipline recommended for your student's next grade level.

More Information

• Ancient Organisms Safety Information (SDS)
• Unintended Consequences Safety Information (SDS)
• Breathing Without Air Safety Information (SDS)
• Revenge of the Synth Safety Information (SDS)
• Chasing Equilibrium Safety Information (SDS)
• Cats and Chromosomes Safety Information (SDS)
• Crack the Code Safety Information (SDS)
• Flashy Feathers Safety Information (SDS)

This Launch (high school) level Science Unlocked curriculum includes the following kits:

• Ancient Organisms
• Game of Survival
• Unintended Consequences
• Breathing Without Air
• Revenge of the Synth
• Chasing Equilibrium
• Cats and Chromosomes
• Crack the Code
• Flashy Feathers

• Ancient Organisms
  • Learning outcome: Design and carry out investigations to discover the intricacies of fossils and learn how they are used to understand ancient and modern organisms.
  • NGSS science standards alignment
    • HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
    • MS-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
    • MS-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
    • MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
  • Additional science standards alignment
    
    • Use models of classification and phylogeny to compare and contrast the ancestry and diversity of living things, and evaluate the effectiveness of the models
• Game of Survival
  • Learning outcome: Play the survival game detailing natural selection and explore examples from each class of animals
  • NGSS science standards alignment
    • HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
    • HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
    • HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
    • MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
    • MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
• Unintended Consequences
  • Learning outcome: Build, grind, and wash away dirt and rocks to discover the fascinating effects of erosion and weathering. 
  • NGSS science standards alignment
    • HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
    • HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
    • HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
    • HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
    • MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
• Breathing Without Air
  • Learning outcome: Learn how energy and matter cycle through organisms during respiration, with and without oxygen.
  • NGSS science standards alignment
    • HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken, and the bonds in new compounds are formed, resulting in a net transfer of energy.
    • HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
    • HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
    • HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
    • HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
• Revenge of the Synth
  • Learning outcome: Connect biological structures to the chemical processes of photosynthesis and uncover unusual organisms that photosynthesize
  • NGSS science standards alignment
    • HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
    • HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
    • HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
    • HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
  • Additional science standards alignment
    • Compare and contrast the structure, function, and importance to humans of various types of microbes, including viruses, bacteria, and unicellular fungi.
    • Develop a model of enzyme action to show that enzymes are biological catalysts, specific to their substrates, and restored after their action.
• Chasing Equilibrium
  • Learning outcome: Conduct a series of hands-on activities to learn the details of the mechanisms that keep your body regulated.
  • NGSS science standards alignment
    • HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
    • HS-LS1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
  • Additional science standards alignment
    • Use evidence to show that the processes of diffusion and osmosis are predictable and can affect the structure and function of cells.
• Cats and Chromosomes
  • Learning outcome: Uncover the mystery of Hemingway’s six-toed cats while diving into organism genetics.
  • NGSS science standards alignment
    • HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
    • MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
    • MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
    • MS-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
  • Additional science standards alignment
    • Gather information about the role of genetics, especially genetic modification, artificial selection, and genetic engineering, in human activities in terms of ethics, economy, and safety.
• Crack the Code
  • Learning outcome: A mystery can be solved with the right tools. Become immersed in genetics and DNA to solve a disease mystery.
  • NGSS science standards alignment
    • 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-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
    • HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
    • MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
• Flashy Feathers
  • Learning outcome: Play a game, investigate seeds, grow plants, and raise an ant farm to discover the intricacies of heritable traits.
  • NGSS science standards alignment
    • HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
    • HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
    • HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
    • MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.