Unit Plan

Year 10 Science Unit:
Evolution by Diversity
Australian Curriculum
10/13/2014
Sophie Economos a1606858 and Narelle Hancock a1663099
Year 10 Evolution Unit Plan
Sophie Economos and Narelle Hancock
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Table of Contents
TABLE OF CONTENTS ................................................................................................................................. 2
INTRODUCTION AND UNIT DESCRIPTION............................................................................................... 3
STUDENT COHORT ......................................................................................................................................... 3
MISCONCEPTIONS .......................................................................................................................................... 4
ASSESSMENT ................................................................................................................................................. 4
TAXONOMY..................................................................................................................................................... 5
UNIT PLAN AND STRUCTURE .................................................................................................................... 6
LESSON SEQUENCING ................................................................................................................................ 9
LESSON 1 - VARIATION ................................................................................................................................. 10
LESSON 2 - ADAPTION AND CHARLES DARWIN ............................................................................................ 12
LESSON 3 - SUMMATIVE PRACTICAL ............................................................................................................ 16
LESSON 4 - EVOLUTION AND EVIDENCE ....................................................................................................... 18
LESSON 5 - ARTIFICIAL SELECTION AND GM FOODS.................................................................................... 20
LESSON 6 - EVOLUTION CONT ...................................................................................................................... 24
LESSON 7 - TO GM OR NOT TO GM DEBATE ............................................................................................... 25
LESSON 8 - EVOLUTION TEST ....................................................................................................................... 27
RESOURCES ................................................................................................................................................ 28
REFERENCES............................................................................................................................................... 29
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Introduction and Unit Description

We have chosen to focus on Evolution, under the Biological Sciences sub-strand of the AUSTRALIAN
CURRICULUM for year 10. This unit plan will demonstrate how the theory of evolution, by natural
selection, explains the diversity of living things and how this is supported by a range of
scientific evidence (ACSSU185).
We have developed this unit to give students' the opportunity to explore how the natural world has
evolved and changed over time through evolution. Earth is made up of a diverse range of living and
non-living things which have evolved over millions of years in response to changes in environment
and other conditions. Students will learn about variation in species and investigate how natural
selection works. By the end of this topic they will be able to explain the theories of evolution, most
notably Charles Darwin's. They will be able to investigate the evidence for the theory of evolution
and learn skills relating to critical data analysis and reliability. Students will also learn about the
application of knowledge in variation and natural selection, by learning to explain how we can
artificially select and modify genes to give desired traits and organisms. The ability to articulate an
idea, explain and demonstrate evidence will be further addressed through a class debate at the end
of the unit.
This unit outlines the learning outcomes for each lesson that have been designed with the aim to be
tasks of higher thinking abilities, important learning goals, achievable, demonstrable, measurable
and fair, accessible and equitable. This unit aligns AUSTRLAIAN CURRICULUM assessment task
achievement standards to the key learning objectives as this is one of the keys to successful learning
(Biggs, 2003) and a fair evaluation of student performance.
Year Level: 10
Duration of Unit: 8 lessons (100 minute lessons) over 4 weeks
Overarching aims:
This unit has two overarching aims:
That students understand the historical and cultural development of science i.e. how scientific
evidence can lead to theories and how scientific theories can change over time as well as exploring
how people can use scientific knowledge to evaluate whether they should accept claims,
explanations or predictions.
That students understand the importance of scientific numeracy and literacy skills through
questioning and predicting, formulating hypotheses, processing and analysing data and using
knowledge of scientific concepts to draw conclusions that are consistent with evidence.
Student Cohort
This unit plan has been designed for a mixed ability cohort of approximately 27 students including
students where English is a second language. Prior learning experiences and skill levels can vary
widely especially in today's diverse classrooms. This unit plan has been geared to address this
diversity and aims to facilitate building an inclusive learning environment.
Content knowledge has been scaffold and sequenced to accommodate students with a range of
abilities. Differentiation of tasks (both formative and summative) facilitate inclusiveness for
students with different learning styles and a degree of flexibility has been incorporated into the
lesson plans to allow for customisation to suit each cohort.
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Misconceptions
There are many misconceptions regarding evolution and natural selection. Being aware of
preconceptions is an important step to unit and task preparation. While this unit plan highlights
well-known misconceptions involving evolution, it may be advantageous to follow the link given
below to become more familiar with these preconception.
http://evolution.berkeley.edu/evolibrary/misconceptions_teacherfaq.php
Assessment
This topic includes a mixture of formative and summative assessments that are mapped to address
the learning objectives.
Formative assessment allows the teacher to gauge student learning in class and to provide quick and
appropriate feedback. This allows students to identify what areas they need to improve on and also
allows the teacher to implement new teaching strategies if they see many students struggling
(standard 3.6). This is important as students should be given multiple chances to show evidence of
learning and to show improvement in their work. Formative tasks are imbedded in most lessons and
the teacher may assess these tasks through completed tasks or through class discussion of answers.
Summative Assessment in this unit
There are two major pieces of summative assessment in this unit; a practical and a test. The practical
allows students to work collaboratively to test a hypothesis and then individually write a report.
Students will be supported in writing their report through having class time to complete the report.
The other assessment is a test which will allow students to apply their knowledge in familiar and
new contexts.
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Taxonomy
The lesson plans in this unit incorporate the 5E model, which is the notion that teaching and learning
progresses through five phases, which are as follows; Engagement, Exploration, Explanation,
Elaboration and Evaluation (Primary Connections).
In addition to this each lesson includes activities that relate to Blooms Revised Taxonomy by
Anderson and Krathwohl, this taxonomy has two dimensions - the knowledge dimension and the
cognitive dimension. More information can be found at http://www.celt.iastate.edu/pdfsdocs/teaching/RevisedBloomsHandout.pdf
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Unit Plan and Structure

Identify curriculum
Content descriptions to be taught
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Biological Science
The theory of evolution by natural selection
explains the diversity of living things and is
supported by a range of scientific evidence
(ACSSU185)
Scientific understanding, including models and

theories, are contestable and are refined over time
through a process of review by the scientific
community (ACSHE191)
Questioning and predicting

Formulate questions or hypotheses that can be
investigated scientifically (ACSIS198)
Elaborations
outlining processes involved in natural

selection including variation, isolation and
selection
describing biodiversity as a function of
evolution
investigating changes caused by natural
selection in a particular population as a
result of a specified selection pressure such
as artificial selection in breeding for desired
characteristics
relating genetic characteristics to survival
and reproductive rates
evaluating and interpreting evidence for
evolution, including the fossil record,
chemical and anatomical similarities, and
geographical distribution of species
Advances in scientific understanding often rely on

developments in technology and technological
advances are often linked to scientific discoveries
(ACSHE192)
People can use scientific knowledge to evaluate
whether they should accept claims, explanations or
predictions (ACSHE192)
Processing and analysing data and information

Use knowledge of scientific concepts to draw
conclusions that are consistent with evidence
(ACSIS204)
Processing and analysing data and information
Analyse patterns and trends in data, including
describing relationships between variables and
identifying inconsistencies (ACSIS203)
Communicating
Communicate scientific ideas and information for a
particular purpose, including constructing
evidence-based arguments and using appropriate
scientific language, conventions and
representations (ACSIS208)
General capabilities and cross-curriculum priorities

Literacy, Numeracy, ICT capability, Critical and creative thinking, Ethical behaviour, Personal and social capability, Intercultural understanding, Aboriginal and
Torres Strait Islander histories and cultures, Asia and Australias engagement with Asia, Sustainability
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Identify curriculum
Achievement standard
By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They
explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of
energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to
predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earths spheres.
They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that
underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their
review.
Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory
experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital
technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify
alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources
with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select
appropriate representations and text types to communicate science ideas for specific purposes.
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Relevant prior curriculum
Curriculum working towards
Australian Curriculum - Science at Year 9:

Science understanding
Biological Sciences
Ecosystems consist of communities of interdependent
organisms and abiotic components of the environment; matter
and energy flow through these systems (ACSSU176)
Science as a Human Endeavour
The content descriptions for Science as a Human Endeavour are
the same for Year 9 and Year 10.
Science Inquiry Skills
The content descriptions for Science Inquiry Skills are the same
for Year 9 and Year 10.
This topic requires knowledge of the other year 10 Biological
sciences topic:
The transmission of heritable characteristics from one
generation to the next involves DNA and genes (ACSSU184)
An interest in science as a means of expanding their curiosity and willingness to

explore, ask questions about and speculate on the changing world in which they live
An understanding of the vision that science provides of the nature of living things, of
the Earth and its place in the cosmos, and of the physical and chemical processes that
explain the behaviour of all material things
An understanding of the nature of scientific inquiry and the ability to use a range of
scientific inquiry methods, including questioning; planning and conducting experiments
and investigations based on ethical principles; collecting and analysing data; evaluating
results; and drawing critical, evidence-based conclusions
An ability to communicate scientific understanding and findings to a range of audiences,
to justify ideas on the basis of evidence, and to evaluate and debate scientific
arguments and claims an ability to solve problems and make informed, evidence-based
decisions about current and future applications of science while taking into account
ethical and social implications of decisions
An understanding of historical and cultural contributions to science as well as
contemporary science issues and activities and an understanding of the diversity of
careers related to science
A solid foundation of knowledge of the biological, chemical, physical, Earth and space
sciences, including being able to select and integrate the scientific knowledge and
methods needed to explain and predict phenomena and to apply that understanding to
new situations and events
Bridging content
The year 9 Key Learning (ACSSU176) provides appropriate scaffolding to develop a deeper understanding of environmental factors effecting diversity and hence
evolution. Elaborations at a year 9 level include exploring interactions between organisms such as predator/prey, parasites, competitors, pollinators and
disease. Examining factors that affect population sizes such as seasonal changes, destruction of habitats, introduced species and considering how energy flows
into and out of an ecosystem via the pathways of food webs, and how it must be replaced to maintain the sustainability of the system. They investigate how
ecosystems change as a result of events such as bushfires, drought and flooding.
Links to other learning areas
Australian Curriculum Year 10 Geography
The application of human-environment systems thinking to understanding the causes and likely consequences of the environmental change being investigated
(ACHGK073)
Australian Curriculum Year 10 Mathematics
Construct and interpret box plots and use them to compare data sets (ACMSP249)
Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data (ACMSP253)
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Lesson Sequencing
Week 1
Lesson 1 - Variation
Week 2
Lesson 2 - Adaption and Charles Darwin
Introduction to the theory of

evolution
Variation in organisms
Continuous and discontinuous
Variation Activity - Formative
Lesson 3 - Summative Practical

Summative Assessment:
Natural Selection Practical with report
Week 3
Lesson 5 - Artificial selection and GM Foods
Week 4
Artificial Selection and Biotechnology

Genetically modified foods
introduction and student research
How to debate and requirements of
lesson 7's debate
Prac report due

Lesson 7 - To GM or Not to GM Debate
Formative Debate Task: To GM or not

to GM?
Feedback in class from peers and
teacher
Exploring adaptations and selection

factors
Frog investigation task - Formative
Natural selection and Charles Darwin
Lesson 4 - Evolution and Evidence
Half lesson to finish lab work or write-up

The evidence of evolution and theory
Worksheet - Formative
Lesson 6 - Evolution cont
Debate practice
Build a beast task - Formative
Lesson 8 - Evolution test

Summative Assessment:
Test on evolution
8 lessons (100 minute double lessons) over 4 weeks
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Lesson 1 - Variation
Subject/Unit: Year 10 Science, Evolution
Learning
objectives
Resources
Tasks/activities
Engagement
Exploration
Explanation
Date
Students will be able to recognise that sexual reproduction leads to variation in

organisms (ACSSU185)
Students will be able to summarise results by graphing using acceptable
scientific terminology (ACSIS203)
Students will be able to compare results of the classes height variation and
infer a potential explanation for these results (ACSIS204)
Information on the peppered moth http://www.mothscount.org/text/63/peppered_moth_and_natural_selection.html
Information for activity 2 http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/variation_cla
ssification/revision/3/
Information for variance in organisms can be found on pages 222-226 in chapter 9 of
the Science World 10 Textbook
For activity 2 Ruler/measuring tape, graph paper
Projector and whiteboard
Activity 1/Starter Activity
Students to be given information about the peppered moth (see link in
resources)
The lighter colour was dominant in the population however during
industrialisation the darker variant become greater in number
The teacher will ask students to brain storm and discuss the question 'Why is
this?'
PowerPoint/whiteboard presentation on (sources of) variation in organisms
Independent assortment
Recombination
Mutation
Environmental effects
Activity 2 - Continuous and discontinuous variation
Students record the height of each student in the class and graph the results
Students record wether or not students can roll their tongue and graph the
results
Students will then compare the graphs and answer the question 'Why are they
different?' and 'why does height have so much variance?'
The big question that students will look at in this lesson is 'why are we all
different?'
Activity 1 will be used to engage students as it is a real life example that they
can look up and investigate
The big idea of variation will be explored using Activity 2 as it allows students to
gather data and then make their own conclusions about variation. This task is
also very hands-on allowing students to move around the room and to
collaborate with other students
The teacher will explain and identify how variation occurs through oral and
PowerPoint techniques
The teacher will also use class/small group discussion in the activities clarify and
generate explanations
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Elaboration
Evaluation
Students will be able to apply their knowledge about variation in Activity 2 as

they will need to draw conclusions using what they have learned about
This activity allows the teacher to represent the idea of variation in a relevant
way
Students' answers to Activity 2 will be formatively assed by the teacher to allow
students to show what they understand and for the teacher to see what in the
lesson may have not worked
Assessment
There are no summative tasks in this lesson only assessment of formative learning
Evaluation /
Reflection of
lesson
AITSL Standards
Extended work: Endangered Species Poster or alternatively, investigate the peppered

moth in greater detail focusing on adaption and environmental influence (group or
individual) via resources found on the internet.
ESL Students: It is suggested that student cohort consisting of ESL students (or students
who have difficulty with the terminology used) have access to a commonly used terms
sheet. These terms should be explored and formative assessment methods used to
assess understanding. Suggested link: http://www.nas.edu/evolution/Definitions.html
Resources: The selected resources cover standard 3.4. These sites give the teacher all
the information that is necessary to teach about the peppered moth and variance.
These sites are at a level that is also appropriate for year 10 students, so the teacher
may wish to give students these links for extra information.
Activity 2: Standard 1.2, understand how students learn. This lesson is a mixture of
teacher-centred and hands on activities. Activity 2 allows students to move around and
interact with others in the class, this task is well suited to kinaesthetic learners.
Blooms Revised Taxonomy: Students recognise and remember how variation occurs.
Activity 2 allows students to understand and apply by constructing graphs and carrying
out a test for themselves.
Worksheet/Student Instructions for Activity 2

Year 10 Science - Variation in organisms
Definitions
Continuous variation: variation that has no limit on the value that can occur within a population.
Discontinuous variation: variation that has distinct groups for organisms to belong to.
1. Using a tape measure/ruler measure the height of all the students in the class. Record your
results in a table in your book.
2. Use the table of data create a bar graph. What does this graph tell you? Why is there a lot
of variance between students?
3. Find out how many students in the class can role their tongue and how many cannot.
Record the results in a table and then draw a bar graph.
4. Why are the graphs for height and tongue rolling different? Which is an example of
continuous variation and which is an example of discontinuous variation?
Draw graphs using graph paper and then stick into your book along with your answers
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Lesson 2 - Adaption and Charles Darwin

Learning
objectives
Resources
Tasks/activities
Date
Students will be able to compare different animal species and recognise that
genetic characteristics and variation alters survival and reproductive rates.
(ACSSU185)
Students will be able to predict selection agents and list variation. (ACSSU185)
Students will be able to investigate the changes caused by natural selection in a
particular population as a result of a specified selection pressure. (ACSIS203)
Students will be able to relate natural selection to adaptations in a species and
hence biodiversity. (ACSSU185)
Students will explore that observations can lead to theories over time (natural
selection and Charles Darwin) (ACSHE191)
Text book: Chapter 9 of the Science World 10 Textbook (link).
Animal adaption's PowerPoint
The Frog investigation task (link)
60 Frog cards (printed on 3xcoloured paper) per group, a die per group and some
sticky labels.
Excerpts from Darwin's The Voyage of the Beagle sheets
Charles Darwin video
Activity 1/Starter Activity
Have a slide show of different species running as the students enter the classroom
(Animal adaption's PowerPoint). This incorporates Australian species as well as
animals and people from different countries. Some of the photos are of a specific
feature instead of the whole animal. This is an engaging activity that can generate
a large amount of class discussion and debate.
See Student Instructions for Activity 1 below. Ask the students to look at the slides
and ask them what they see. Use open ended questions to encourage class
discourse on what can be concluded about the variations on the slides and how
each animal has adapted to its environment (genetically and behaviourally).
Discuss how these factors could have lead to change (variation) due to different
types of selection agents.
In groups ask the students to predict as many selection agents as they can and
discuss the results. Ask for examples of how these selection agents changed a
species to assess understanding and real world application.
Activity 2 - Natural Selection Frog Task
Perform part A and B of the frog selection task (link) attached. This activity can
lead into discussions on natural selection (frog colour) and survival rates due to a
selection factor (environment). Students that find the concepts involved in this
practical difficult may require individual assistance or task modification.
Activity 3 - Observations lead to a theory
Begin class discussion on the different theories the students might be aware of to
assess prior knowledge. Ask the students what is a theory and how do we
formulate a theory. Handout excerpts from Darwin's The Voyage of the Beagle
(link). Highlight the time/history of the period to the students. Have students read
out the highlighted passages and discuss Darwin's observations and how this lead
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to a theory which changes over time.

Activity 4 - Observations lead to a theory
Video on Charles Darwin and how his theory began (link). This video highlights the
misconception that Darwin instantly came up with his theories after visiting the
Galapagos islands and runs through the scientific processes of observation.
Some students may not be able to comprehend the impact that Darwin's theory
had on the world.
A role play could be incorporated here (optional) where the students could try to
convince their peers about their theory and experience the opposition that Darwin
would have faced. Ask the students to write a short paragraph on what they
discovered through this role play.
Engagement
Exploration
Explanation
Elaboration
Evaluation
Assessment
Evaluation /
Reflection of
lesson
AITSL Standards
Conclusion of lesson
Use open ended questions to have the students summarise key learning and check
understanding. Discuss what will be covered in the next lesson and modify if
required.
The key concepts that students will look at in this lesson are the diversity of
organisms and the adaption's that have ensured survival.
Activity 1 photo PowerPoint is used to engage students and build mystery before
class discourse is generated. This task encourages student ideas and the use of
their observation skills.
Natural selection will be explored using collaborative work in Activity 2 to look at
the survival rate of frogs due to adaption/diversity using a colourful, hands on
activity. The students must gather data, use their mathematical and literacy skills
and make a conclusion based on their results. This task is visual in nature and can
be used to confront students about the misconception that all adoptions are
beneficial. This also acts as scaffolding to lesson 3's assessed practical.
The teacher will guide students to explore concepts involving natural selection,
adaption and scientific observations using a range of resources including
multimedia presentations.
The teacher will also use class/small group discussion in the activities clarify and
generate explanations.
Students will be able to extend their knowledge about natural selection and the
evolution of theories in Activity 3 and 4.
This allows the teacher to demonstrate to the students the changing nature of
theories and the opposition some theories can contend with.
Students answers to Activity 2 will be formatively assessed by the teacher to allow
students to show understanding and for the teacher reflect on the lessons
outcomes.
Feedback will be provided and misconception realignment evaluated.
This lesson only includes formative assessment to gauge student learning
Activity 1: This is an engaging activity that can generate a large amount of class
discussion and debate. The teacher should guide the discussion but ensure it is student
centred and ensure inclusiveness by encouraging all students to participate. This
discussion can also be inclusive to indigenous students or students with different
cultural backgrounds by guiding the discussion to comparisons of different types of
animals in different countries and their ecosystems/selection pressures.
IT Limitations: This lesson assumes ready access to IT (computer and projector). Should
this be unavailable the opening task can be substituted with photos/posters placed
onto the students desks before they arrive. Having IT available allows the teacher to
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implement standard 2.6 and 3.4

Activity 2: The frog selection practical, modified from the textbook Science World 10 is
designed to focus on a specific animal example and its selection pressures. This is a
formative task were the teacher can scaffold the students leading to a summative task
to ensure they have the greatest chance of success. This task incorporates general
capabilities such as literacy and numeracy using scientific terminology. This activity
relies on AITSL standard 1, know students and how they learn, to ensure teaching
strategies that suit each students are incorporated as well as standard 4, safe learning
environment. A risk assessment should be conducted before the commencement of the
practical.
Activity 3 and 4: These tasks will introduce to the students a historical perspective into
the scientific process, changes and sometimes controversy of formulating a scientific
theory. Dependant on prior knowledge this task can be modified to suit the student
cohort. It encourages some team work and group discussions that are student based.
Extension work: See Student Instructions for Extension Work below. This extension
task requires some imagination and critical thinking skills while being engaging and
challenging.
Resources: The selected resources cover standard 3.4. and are at a level that is
appropriate for year 10 students.
Student Instructions for Activity 1

Year 10 Science - Adaption and diversity
Definitions
Adaptation: In biology, an adaptation, also called an adaptive trait, is a trait with a current functional
role in the life history of an organism that is maintained and evolved by means of natural selection.
Structural adaptations: are physical features of an organism like the bill on a bird or the fur on a
bear. Other adaptations are behavioural. Behavioural adaptations are the things organisms do to
survive. For example, bird calls and migration are behavioural adaptations.
Phenotypic trait: A trait is a distinct variant of a phenotypic character of an organism that may be
inherited, be environmentally determined or be a combination of the two.
1. Observe the slide show currently playing. What do you notice? What do you observe?
2. Look at some of the specific features of each organism. How does its phenotypes help it
survive in its environment?
3. Are the observed adaptations structural, behavioural and what could have caused them to
evolve?
4. In groups, predict what selection agents may have caused these variations in each of your
lab books and discuss the results. Give an example of how each of these selection agents has
changed a species.
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Student Instructions for Extension Work

Year 10 Science - Human selection factors
What sort of selection factors do you think humans will face in the future?
How do you think we will adapt to these changes?
Draw a picture and explain each adaption and selection factor.
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Lesson 3 - Summative Practical

Learning
objectives
Resources
Tasks/activities
Engagement
Exploration
Explanation
Date
Students will be able to use a model to explain the effect of adaptation on the
survival of organisms in different habitats (ACSSU185)
Students will be able to use knowledge of scientific concepts to draw conclusions
that are consistent with evidence (ACSIS204)
Students will be able to use evaluate conclusions, including identifying sources of
uncertainty and possible alternative explanations, and describe specific ways to
improve the quality of the data (ACSIS205)
Students will be able to use communicate scientific ideas and information for a
particular purpose, including constructing evidence-based arguments and using
appropriate scientific language, conventions and representations (ACSIS208)
Colour Adaptations Practical (link)
Resources required per pair of students:
20 x green tooth picks (mutant caterpillars)
20 x neutral toothpicks (normal caterpillars)
Stopwatch
Tweezers
Plastic cup
A4 green card
A4 Cream/beige card
Slightly transparent blind fold/plastic to use with safety glasses
Colour Adaptations Practical Feedback forms for moderated assessment (link)
Practical
Students will have a full lesson to work on their practical and to begin the write up
of the report if they finish this lesson.
The start of the lesson should begin with the class running through the
requirements of the practical, the materials required and the assessment rubric.
Monitoring individual progress throughout the course of the practical will enable
the teacher to provide further one-on-one attention and modify the practical for
specific learning needs as required.
Students engagement will be captured through the use of a visual and engaging,
hands-on, practical that shifts theory into reality.
By using the results of the practical, students can explore the results and
implications for the caterpillars. This can enable A level students to demonstrate
their critical thinking and reasoning skills while ensuring that all students can
succeed.
The discussion questions of the practical encourage the students to explain the
findings of the practical, predict situations and to suggest experimental
improvements.
Elaboration
The discussion questions and practical report allow the students to elaborate on
their findings and then forming their own conclusions.
Evaluation
In this lesson students will be working on their practical with an opportunity for
write-up in class allowing the teacher to formatively asses work and to give
feedback before the due-date. This allows students to gain feedback and to show
room for improvement.
Students will also be formatively assessed through their participation in class
discussion.
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Assessment
Evaluation /
Reflection of
lesson
AITSL Standards
This lesson provides an opportunity for a summative assessment task to evaluate

understanding of the learning objectives.
See rubric (link)
The summative colour adaptations practical, modified from the textbook Science World
10 is designed to focus on a specific animal example and its selection pressures. This is
a summative task that has been mapped to the learning objectives and the curriculum
content descriptions. This task incorporates general capabilities such as literacy and
numeracy using scientific terminology and requires some critical thinking skills. This
activity relies on AITSL standard 1, know students and how they learn, to ensure
teaching strategies that suit each students is incorporated as well as standard 4, safe
learning environment. A risk assessment should be conducted before the
commencement of the practical and all resources required should be made available.
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Lesson 4 - Evolution and Evidence

Learning
objectives
Resources
Tasks/activities
Date
Students will be able to continue to work on the practical write-up

Students will be able to list and summarise the evidence for evolution supporting
the theory of evolution - fossils, biogeography, comparing embryos and
comparative DNA studies. (ACSHE191) (ACSHE192)
Students will be able to apply this knowledge by answering a worksheet that allows
them to analyse evidence for themselves and is procedural. (ACSIS203)
Lured by fossils video - http://splash.abc.net.au/media/-/m/1271585/lured-by-fossils
Ancient DNA video - http://splash.abc.net.au/media/-/m/527975/ancient-dna
Worksheet for Activity 3 - attached below, also attached copy with answers adapted
from aurum science (see handouts)
Practical Write-up
Students will have half a lesson to work on their prac write-up
By giving students time to work on their write up in class the teacher is able to
check drafts and to monitor student work. This allows for students to receive
feedback on their practical before the final write-up is due
Evidence of natural selection
Activity 1 - Lured by fossils
The teacher should start by showing the 'lured by fossils' video. This video
allows the class to explore what evidence there is supporting evolution. It
provides a good understanding of fossils and students should be able to relate
as it talks about fossils in Australia. As an extension, students could research
important fossil finds in Australia
Activity 2 - Evidence of evolution
Activity 1 should provide an insight into evidence of evolution
Students can now be asked 'Are there any modern techniques of comparing
species that were not available to Darwin?'
The four main pieces of evidence are that we use are; fossils, biogeography,
comparing embryos and comparative DNA studies. The teacher should briefly
go over all four methods. Pg 234-236.
The video Ancient DNA should be played (Link above). A discussion should then
be initiated around the question of 'How does ancient DNA analysis provide
further evidence for the theory of evolution?'
Activity 3 - Worksheet
Below is a worksheet called Evidence of Fossils. This worksheets allows
students to formulate their own hypothesis about evolution and to think
scientifically about the evidence
This activity could be done concurrently with activity 2 e.g. teacher explains
fossils then students fill in fossil section.
This worksheet may need more than just class time and should be set for
homework if students are unable to finish.
Extension - Students which finish early should pick one type of evidence and
research it further.
Page | 18
Engagement
Students engagement will be captured by playing the lured by fossils videos.

this encouraged students to think scientifically about how we can prove the
theory of evolution
Exploration
The idea of evolution and evidence will be explored through activities 1 and 2
as students will be able to look at evidence for evolution in an Australian
context.
Explanation
Elaboration
The teacher will guide students learning by looking at the evidence for
evolution - fossils, biogeography, comparing embryos and comparative DNA
studies.
This will be achieved through engaging videos and board work/PowerPoint
Activity 3 allows students to elaborate on the evidence of evolution by looking
at evidence and then forming their own conclusions.
This worksheet should be supported by teacher centred learning.
Evaluation
Assessment
Evaluation /
Reflection of
lesson
AITSL Standards
In this lesson students will be working on their practical write-up in class

allowing the teacher to formatively asses work and to give feedback before the
due-date. This allows students to gain feedback and to show room for
improvement.
Students will also be formatively assessed through their participation in class
discussion.
The teacher may wish to collect students worksheets after they have been
completed to check students answer and then give either students specific or
general class formative feedback.
Practical write-up: By giving the students time to work on the write-up in class the
teacher is showing evidence of standard 1. By giving class time the teacher can support
students with learning difficulties who may be struggling and to give timely and
appropriate feedback (standard 5, particularly 5.2) to allow students thus supporting
student participation (4.1).
Videos: The two videos in this lesson come from the Splash ABC website which contains
many videos that are mapped to the Australia curriculum. As the website is Australia
many of the videos provide a relevant Australian context for students. For example the
two videos for this lesson talk about fossils in Australia and labs in Australia which can
compare ancient DNA.
Activity 3: This lesson is planned such that the teacher will teach all the content
required for students to be able to successfully answer the worksheet first. However
the teacher may wish to structure the lesson differently. If more support for students is
required (3.2, 3.3, 2.1) the teacher may wish to teach one section e.g. fossils and then
give students time to work on fossils and then move onto the next section. This allows
for the teacher to more easily give feedback and to monitor wether students are
understanding each individual part. This worksheet is quite long so it may be shortened,
be given for homework or continued in another lesson. This means that it is important
for the teacher to either collect worksheet and mark and give individual feedback or to
go through answers as a class. It's really important to give feedback as it allows
students to identify areas where they may need additional help and support.
Blooms Revised Taxonomy: Students will learn to list and summarise the evidence for
evolution (Remember and understand). Students will then apply this knowledge by
answering a worksheet that allows them to analyse evidence for themselves and is
procedural.
Page | 19
Lesson 5 - Artificial selection and GM Foods

Learning
objectives
Resources
Date
Students will be able to summarise the role artificial selection (ACSSU185)

Students will be able to differentiate between artificial selection and natural
selection(ACSSU185)
Students will be able to research and reflect on the current issues, uses, pros and
cons of GM foods (ACSIS208) (ACSHE194)
Artificial Selection Prezi

uTube Video "Playing God" about the controversy that sprang up with the invent of
Biotechnology and the multimillion dollar industry that resulted.
Textbook: Chapter 9 of the Science World 10 Textbook. (link)
Tasks/activities
Activity 1 - Starter/Artificial Selection
(Optional) Common vegetables such as Brussels sprouts, cabbage,
cauliflower are the product of artificial selection by farmers over hundreds
of years. Introduce this concept by passing the vegetables around the class
and asking the students to observe and describe the physical characteristics
and taste of each. Ask them what they thought each one might have looked
like hundreds of years ago. Show them the a photo of Brassica Oleracea
and note how different the original plant is and explain the concept of
artificial selection. Ask them why they think these traits were selected.
Use the Artificial Selection Prezi to go into more detail on the content
knowledge of Artificial Selection. ask open ended questions to conclude
this task and check understanding.
Activity 2 - Artificial Selection vs Natural selection (aligning misconceptions)
It is a common misconception that natural selection and artificial selection
are the same thing. Confront this misconception by asking the students
"Which would be more likely to survive? A tiger with sharp teeth and claws
or a tiger with blunt teeth and claws?" The tiger with sharp teeth of course.
Now ask "Which one out of these two tigers do you think would make a
better pet? Which is cuter?" Allow the students to formulate a difference
between the two concepts and ask the students to give you similar
examples of animals that may not necessary survive in the wild well but are
selected to survive by humans to assess re-alignment of misconception.
Activity 3 - Biotechnology and GM foods
Explain that a task will be set for lesson 7 to perform a debate on the pros
and cons of GM foods. Pass around the GM foods instructions and resource
list and debate guide and go through the task with the students. Suggest
that notes be taken for the rest of the lesson summarising the upcoming
video and noting pros and cons.
Play the uTube Video "Playing God" Pause it at key points to summarise the
events and ask leading questions. This video is 53 min long and may be
shortened to suit.
Page | 20
Activity 4 - Practical write up or GM food research time
Engagement
Exploration
Explanation
Elaboration
Evaluation
Assessment
Evaluation /
Reflection of
lesson
AITSL Standards
Allow the second half of the lesson to be dedicated to finishing the previous
lesson's prac write up for any student that require some more one-on-one
direction.
Students that finish can use the rest of the lesson to research GM foods
starting from the suggests resource list. Share Lesson 7 debate rubric.
The key concepts that students will be exposed to in this lesson are the pros
and cons of artificial selection and GM technology as a human endeavour.
This lesson is designed to not direct the student's thinking but allow them to
formulate their own informed opinion.
Activity 1 will be used to engage students and build mystery before class
discourse is generated. This task confronts a misconception and encourages
student ideas and use of their observation skills.
Biotechnology and GM foods will be explored and researched using various
IT resources and multimedia presentations. The students must summarise a
documentary in their own words and use it as a resource to collate pros and
cons on a controversial issue. They must research and gather data from a
variety of sources and develop it into a convincing argument.
The teacher will guide students to explore concepts involving natural
selection vs artificial selection using examples.
The teacher will also use class/small group discussion in the activities clarify
and generate explanations.
Students will be able to extend their knowledge about human endeavour in
activity 3 and 4.
This allows the students to formulate their own opinion and communicate
that opinion to their peers and increase their science literacy skills.
Students answers to open questions will be formatively assed by the
teacher to allow students to show what they understand and for the
teacher to see what in the lesson may have not worked. Evaluation for the
debate will not occur until lesson 7.
Activity 1 and 2: This task allows the students to be confronted by a commonly held
misconception that natural selection and artificial selection are the same thing.
Realignment should be checked through open ended questions at the end of the
lesson. Further examples may be required for students who have difficulty with this
concept.
Activity 3 and 4: The second half of this lesson is dedicated to scaffolding for a debate
task. As this task can be daunting for many students and is an excellent task to improve
literacy, team work and expression of scientific ideas. Personalised learning using
instruction is required were the teacher scaffolds student learning through guided
practice and support, providing feedback and correction and peer assistance in the way
the teams are set up.
This task utilises AITSL standard 4 to create and maintain supportive and safe learning
environments and standard 1 Know students and how they learn. By using personalised
learning, scaffolding and supporting the students in their endeavour, a potentially high
stress task (such as a debate or public speaking) can become a fun and interactive
activity that allows the students to be challenged rewardingly.
Page | 21
Worksheet/Student Instructions
Year 10 Science - Biotechnology Video
1. Observe the video "Playing God". This video outlines the controversy that sprang up with the
invent of Biotechnology and the multimillion dollar industry that resulted. It shows us the
potential risks involved in this technology and the benefit it has since had to humanity.
2. While watching the video summarise in dot point the events and issues raised.
3. List as many pros and cons can you can keeping in mind at this could be the start of your
debate research.
Student Instructions for Extension Work

Year 10 Science - Debating
In groups practice debating or formulate a debate about any issue (ie. why I should not clean my
room) and try it out on family members. Explain to them the reason for this debate and ask for
feedback.
The key to debating is getting your facts straight and formulating a convincing argument while
planning for the oppositions response.
Page | 22
Year 10 Science - To GM or not to GM Debate Task due lesson 7

Due: One weeks time
Time limit: 20 min per debate
Group Size: 4 students per group
Key leaning objectives
Students will be able to research and reflect on the current issues, uses, pros and cons of
GM
foods (ACSIS206)
Students will be able to formulate an informed opinion and debate an issue connected to
human endeavour (ACSHE194)
Students will be able to articulate and express scientific ideas through class debate.
(ACSIS208)
Students will be able to demonstrate critical thinking when addressing a controversial topic
involved in human endeavour through rebuttals.
To improve public speaking and team work.

Formative assessment
This debate is not for marks but is used as a formative assessment piece. It should be considered as an
opportunity to learn about skills in debating and about a current and controversial topic. Please keep in
mind that we value everybody's opinion and we wish to develop a kind but competitive environment,
free from anxiety. While a debate is an argument, that is not to say that it is an undisciplined shouting
match between parties that passionately believe in a particular point of view. In fact the opposite is often
true. Debating has strict rules of conduct and quite sophisticated arguing techniques.
This debate will be assessed and feedback provided by your peers. A marking rubric will be handed out on
the day of the debate.
Keep in mind when you are doing your research that some sources can have a bias and may not be
legitimate. Remember, anyone can post a blog up on the internet! Please provide a reference list of
resources on the day of the debate.
Outline of task
Formulate and debate on the issue of genetically modified foods or crops with your peers.
In your groups decide if you are for or against. You may be asked to change to ensure even spread for the
debate.
Read the debating guides (see links below) and assign roles for each member of the group and register
you group with the teacher.
Research past and current issues and collate pros and cons. Develop an argument and dot point it onto
cards for the day of the debate. Using examples of pros or cons, as well as referring to your sources of
information is a good recommendation.
The debate will zig-zag between the two opposing teams which will allow for rebuttals. The forth member
of the team can act as a "listener" and provide advice for rebuttal to their team mates and summarise the
teams concluding remarks and final rebuttal.
Suggested Resources
Debating guides:
Debating guide - Go to RULES : THE ROLES OF THE SPEAKERS and REBUTAL sections
http://www.actdu.org.au/archives/actein_site/basicskills.html
WikiHow-How to Perform Well in a Debate
http://www.wikihow.com/Perform-Well-in-a-Debate
Great video showing students debating science issues
http://www.debatingscienceissues.com/
Research:
Australian Government - Dept of agriculture
http://www.daff.gov.au/agriculturefood/biotechnology/pamphlets/economic_impacts_of_gm_crops_in_asutralia
Australian Government - Department of health
http://www.ogtr.gov.au/
Food Standards Australia New Zealand
http://www.foodstandards.gov.au/consumer/gmfood/Pages/default.aspx
Page | 23
Lesson 6 - Evolution cont

Learning
objectives
Resources
Tasks/activities
Date
Students will be able to apply knowledge of adaptation to create a new beast
Activity 2 Instructions - http://necsi.edu/projects/evolution/activities/build-abeast/activities_beast.html

Dice
Videos - http://www.youtube.com/playlist?list=PL3EED4C1D684D3ADF
Activity 1 - Class time for GM debate
Students will be given class time to go work on their GM debate (introduced in
lesson 5 and presented in lesson 7). This will allow the teacher to check that
allow students are participating in their group
Activity 2 - Build a beast
Students will be directed to the website above which has a task where they roll
die to determine environmental conditions. The must they write and draw
about a species that would be well adapted to this environment
Activity 3
Videos from crash course on YouTube can be played at the end of the lesson to
sum up the topic.
There are many relevant videos for this topic including; natural selection,
animal development and evolution
Engagement
Students engagement will be captured in activity 2 as students will be able to

apply what they have learnt to create their own beast
Videos are engaging and provide a different way of presenting information
Exploration
Activity 2 is hands on and allows students to work individually and in

collaboration to create their own beast
Explanation
For activity 2 students will also have to write about the features of their beast
to show their higher order thinking skills and rationale
Elaboration
activity 1 allows students to work in groups which means that students will be
able to support each other.
Evaluation
Assessment
Evaluation /
Reflection of
lesson
AITSL Standards
Students knowledge for activity 2 will be assessed through discussion with the
teacher about the beast they have created
No summative assessment
Activity 2: Allows students to use their knowledge of adaptation to create their own
beast. Students who are struggling may only be able to give 1 or 2 suitable adaptations.
Extension students however should be able to give 5-6 adaptations and to write about
each adaptation clearly and precisely. This task can easily be differentiated to suite
each students which cover standards 1.5 and 3.1.
Blooms Revised Taxonomy: Students must use their understanding of evolution and
adaptations to create and design a beast of their own. This is metacognitive as it allows
students to reflect on what they know and then create.
Page | 24
Lesson 7 - To GM or Not to GM debate

Learning
objectives
Resources
Tasks/activities
Students will be able to research and reflect on the current issues, uses, pros and
cons of GM foods (ACSIS206)
Students will be able to formulate an informed opinion and debate an issue
connected to human endeavour (ACSHE194)
Students will be able to articulate and express scientific ideas through class debate.
(ACSIS208)
Students will be able to demonstrate critical thinking when addressing a
controversial topic involved in human endeavour through rebuttals.
To improve public speaking and team work.
Refer to Lesson 5 guidelines and instructions.
Debate Rubric for formative assessment by peers (link)
Refer to Lesson 5 guidelines and instructions.
Setup the classroom for an audience and the two debate teams and run through
instructions again to ensure everyone understands how the lesson will unfold.
Handout the rubrics for peer assessment and feedback.
Allow some time for each group to practice together before starting the debate rounds.
Engagement
Exploration
Explanation
Elaboration
Evaluation
Assessment
Date
Debates can be an engaging assessment task and a challenge for extended

students. The key concepts that students will be exposed to in this lesson
are the pros and cons of artificial selection and GM technology as a human
endeavour. This lesson is designed to not direct the student's thinking but
allow them to formulate their own expression of an informed opinion.
Biotechnology and GM foods have been explored and researched using
various IT resources and multimedia presentations. The students must
articulate their findings and develop it into a convincing argument.
The teacher will guide students throughout the debate and modify the
assessment for students with specific learning needs such as ESL or
Individual learning plans.
The teacher will praise groups that have worked well together and point out
the good and bad techniques shown to further develop debating skills. The
teacher will encourage struggling students and encourage team mates to
work together.
The students will demonstrate content knowledge and their skills in
explaining this knowledge to their peers.
As the debates are up to the students to develop, this is an excellent task for
extended students who wish to elaborate on the set task while allowing
each student to succeed.
This allows the students to formulate their own opinion and communicate
that opinion to their peers and increase their science literacy skills.
This task will be evaluated by peer assessment with moderation by the
teacher (see rubric).
(optional) Awards can be presented to the group who "won the debate", to
the group who demonstrated great team work and to the students who
showed the greatest improvement.
Page | 25
Evaluation /
Reflection of
lesson
AITSL Standards
See lesson 5 reflections

This task will require some set-up initially to re-organise the classrooms to ensure that
there is space for the two debating teams and the audience as well as ensuring each
student is aware of the requirements of the day. Structured and supportive feedback
should be given after each debate has been given (standard 5).
This task requires a fair amount of planning and potential modification, demonstrating
standard 3 of the AITSL standards, Plan for and implement effective teaching and
learning.
This task utilises AITSL standard 4 to create and maintain supportive and safe learning
environments and standard 1 Know students and how they learn.
By using personalised learning, scaffolding and supporting the students in their
endeavour, a potentially high stress task (such as a debate or public speaking) can
become a fun and interactive activity that allows the students to be challenged
rewardingly.
Page | 26
Lesson 8 - Evolution test

Learning
objectives
-Test on evolution
Resources
Theory of evolution test (Link)
Tasks/activities
Test
Date
In this lesson students will have a test on the topic. A test has been included
below (test link). The test includes questions to evaluate key learning
objectives in a range of difficulties and types.
Students should be given at least a weeks' notice before the test and some
revision time if possible (revision can be given at the start of this lesson). The
test is to be done under full test conditions - no notes, desks split apart and no
talking or phones.
Engagement
Exploration
Explanation
Elaboration
The test will include questions which will allows students to elaborate and
expand on what they have learned in familiar and new contexts.
Evaluation
This lesson includes a topic test that will allow students to demonstrate their
knowledge and to show evidence of learning.
Assessment
This topic test is summative and will contribute to students grades
Evaluation /
Reflection of
lesson
AITSL Standards
Test: The test covers standard 5 and allows students to show evidence of their learning.
Tests should include a mixture questions at different levels e.g. mostly C level and some
B and A level questions, allowing the teacher to make comparable judgments and
interpret student data.
Blooms Revised Taxonomy: The test has a mixture of questions allowing students to
recall, clarify and respond (remember, understand and apply). It also has a practical
question allowing students to analyse.
Page | 27
Resources
BBC Bite size
http://www.bbc.co.uk/education
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/evolution/evolutionrev1
.shtml
This site is mapped to the English curriculum but has many pages which are relevant to the
Australian curriculum. The great thing about this site is that the pages are aimed at high
school aged children, so the information is easy to understand. It may been good to give this
site to students who are struggling as some pages also have quizzes or games that are
engaging and interesting
http://www.mothscount.org/text/63/peppered_moth_and_natural_selection.html
Evidence of evolution worksheet - Aurum Science, Evidence of evolution worksheets, Accessed
29/9/2014, <http://www.aurumscience.com/biology/11_evolution/evidence.html>
Answers - http://apbioedwards.files.wordpress.com/2014/02/evidence-of-evolution-answers.docx
Debate rubric:
http://course1.winona.edu/shatfield/air/classdebate.pdf
Crash Course Biology on YouTube Lesson 6
http://www.youtube.com/playlist?list=PL3EED4C1D684D3ADF
The videos on this playlist are really good to play at the start of a lesson to capture students
engagement or at the end of a lesson to sum up what has been covered
They also have videos that cover over science topics and so are useful for many topics. The
only thing is that the teacher should always watch the vido before hand as some have more
detail then necessary but are still relevant to show
Splash ABC
http://splash.abc.net.au/home
The two videos in this lesson come from the Splash ABC website which contains many videos
that are mapped to the Australia curriculum. As the website is Australia many of the videos
provide a relevant Australian context for students. For example the two videos for this
lesson talk about fossils in Australia and labs in Australia which can compare ancient DNA.
Excerpts from Darwin's The Voyage of the Beagle sheets adapted from
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson2/act1.html
Artificial Selection Prezi shared by Dixie Normous
http://prezi.com/npchz-fupx5x/artificial-selection/#
uTube Video "Playing God" about the controversy that sprang up with the invent of Biotechnology
and the multimillion dollar industry that resulted.
https://www.youtube.com/watch?v=M3wg-W3Slow
Page | 28
References
AITSL Australian Institute for Teacher and School Leadership. Retrieved 4/10/14, from
http://www.aitsl.edu.au/
Australian Academy of Science. Retrieved 5/10/14, from https://www.science.org.au/
Australian Curriculum. Retrieved 3/10/14, from http://www.australiancurriculum.edu.au/
Australian Curriculum Assessment and Reporting Authority. 3/10/14, from
http://www.acara.edu.au/default.asp
Biggs, J. (2003). Teaching for quality learning at university: What the student does (2nd ed.).
Buckingham: Society for Research into Higher Education and Open University Press.
Iowa State University Center for Excellence in Learning and Teaching. Retrieved 3/10/2014, from
http://www.celt.iastate.edu/pdfs-docs/teaching/RevisedBloomsHandout.pdf
Learning Together: Creating a Culturally Inclusive Curriculum. (2005). South Australia: Association of
Independent Schools of South Australia.
Primary Connections, 5Es Teaching and Learning Model. Retrieved 3/10/2014, from
https://www.primaryconnections.org.au/about/teaching (Stannard & Williamsom, 2012)
Science Education for Diversity: Theory and Practice. (2013). In N. Mansour & R. Wegerif (Eds.),
Cultural Studies of Science Education. Netherlands: Springer.
Stannard, P., & Williamsom, K. (2012). Science World 10 Australian Curriculum edition. Victoria:
McMillan Education.
Page | 29

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Year 10 Science Unit:

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

Introduction and Unit Description

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

Unit Plan and Structure

Science as a Human Endeavour

Science Inquiry Skills

Scientific understanding, including models and

Questioning and predicting

outlining processes involved in natural

Advances in scientific understanding often rely on

Processing and analysing data and information

General capabilities and cross-curriculum priorities

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

Relevant prior curriculum

Curriculum working towards

Australian Curriculum - Science at Year 9:

An interest in science as a means of expanding their curiosity and willingness to

Sophie Economos and Narelle Hancock

Lesson 2 - Adaption and Charles Darwin

Introduction to the theory of

Lesson 3 - Summative Practical

Lesson 5 - Artificial selection and GM Foods

Artificial Selection and Biotechnology

Prac report due

Formative Debate Task: To GM or not

Exploring adaptations and selection

Lesson 4 - Evolution and Evidence

Half lesson to finish lab work or write-up

Lesson 6 - Evolution cont

Lesson 8 - Evolution test

8 lessons (100 minute double lessons) over 4 weeks

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

Students will be able to recognise that sexual reproduction leads to variation in

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

Students will be able to apply their knowledge about variation in Activity 2 as

Extended work: Endangered Species Poster or alternatively, investigate the peppered

Worksheet/Student Instructions for Activity 2

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

Lesson 2 - Adaption and Charles Darwin

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

to a theory which changes over time.

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock

implement standard 2.6 and 3.4

Student Instructions for Activity 1

Year 10 Evolution Unit Plan

Sophie Economos and Narelle Hancock