Embedded Files
This is the teacher notes page identifying the outcomes addressed in these lessons. Copy each lesson link and send it to your students. For printable versions of these materials log into the teacher information section of the Department of Education.
Introduction
Introduction
In this learning sequence students investigate the concept of biodiversity and the importance of maintaining biodiversity in Australia and around the world. Students complete field work in their local area to record animal and plant diversity and compare their findings with available online databases. By exploring the Galapagos Islands, students learn about the diverse animal and plant life observed and documented by Charles Darwin in his voyage on the HMS Beagle. This helps students develop a deeper understanding of how Darwin developed his theory of evolution by natural selection.
Students use simulations and online interactives to explore the process of natural selection and consider some evidence for evolution. In developing an understanding of the theory of evolution by natural selection, students also consider the difference between a fact, theory, hypothesis and law that can be extended into all aspects of science.
Students are able to go beyond these core lesson sequences by exploring further ideas and resources provided.
Learning Intentions:
To explain the concept of biodiversity and how Australia is a megadiverse country.
To safely conduct field work, making observations of the variety of animal and plant species in the local area.
To understand the importance of biodiversity for the sustainability of species and ecosystems.
To understand how Darwin’s observations of biodiversity led to his theory of evolution by natural selection.
Success Criteria:
I can explain the concept of biodiversity using examples.
I can safely conduct field work, making observations of the variety of animal and plant species in the local area.
I can describe the process of natural selection, using examples.
I can outline evidence for evolution, using examples.
I can describe the theory of evolution by natural selection, and understand the term theory.
Outcomes:
SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations
SC5-14LW analyses interactions between components and processes within biological systems
SC5-15LW explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society
Students investigate biodiversity as the variety of life on earth and in terms of genetic diversity, species diversity and ecosystem diversity. Students learn about Australia as a megadiverse country before completing field work in their local area. Students consider the importance of maintaining and documenting Australia’s biodiversity.
Learning Intentions:
To explain the concept of biodiversity and how it can be assessed.
To explain how Australia is a megadiverse country.
To safely conduct field work, making observations of the variety of animal and plant species in the local area.
To understand the importance of biodiversity for the sustainability of species and ecosystems.
Content:
SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them
SC5-6WSa Students conduct investigations by individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data,
SC5-6WSe Students conduct investigations by reporting data and information, evidence and findings, with accuracy and honesty.
WS7.1a Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS7.2a Students analyse data and information by analysing patterns and trends, including identifying inconsistencies in data and information.
In this lesson, students explore the Galápagos islands and the variety of plants and animals that Darwin would have seen in the voyage of the HMS Beagle during the 1830s. Students gain an understanding of the observations and work that led to Darwin developing the principle of natural selection as a mechanism for evolution. Students use a horse phylogenetic tree and fossils to briefly consider evidence for evolution.
Learning Intentions:
To describe aspects of Darwin’s exploration of the Galápagos islands.
To understand how Darwin’s observations led to his theory of evolution by natural selection.
To distinguish between observations and inferences.
To describe evidence for evolution.
Content:
SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them
WS7.1a Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases
WS7.2a Students analyse data and information by analysing patterns and trends, including identifying inconsistencies in data and information
WS7.2d Students analyse data and information by using knowledge of scientific concepts to draw conclusions that are consistent with evidence
WS7.2e. Students analyse data and information by synthesising data and information to develop evidence-based arguments
WS9d Students communicate by proposing ideas that demonstrate coherence and logical progression
LW4a Students describe scientific evidence that present-day organisms have evolved from organisms in the past
LW4b Students relate the fossil record to the age of the Earth and the time over which life has been evolving
LW4c Students explain, using examples, how natural selection relates to changes in a population, eg in the development of resistance of bacteria to antibiotics and insects to pesticides
In this lesson, students focus on the mechanism of natural selection through a PhET simulation and online interactives. Students change variables and use data collected to describe the processes involved in natural selection and the apply these ideas to further examples. Students evaluate the use of simulations in science and, while learning about the theory of evolution, consider the differences between a fact, theory, hypothesis and law.
Learning Intentions:
To describe the process of natural selection.
To understand how individual traits affect survival and the ability to pass traits to offspring.
To explain how inherited characteristics can affect the survival and reproductive rates of subsequent generations.
To use a simulation to show processes involved in natural selection with different selection pressures.
To distinguish between a fact, hypothesis, theory and law.
Content:
SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them.
WS6a Students conduct investigations by individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data.
WS7.1a Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS7.2a Students analyse data and information by analysing patterns and trends, including identifying inconsistencies in data and information.
WS7.2d. Students analyse data and information by using knowledge of scientific concepts to draw conclusions that are consistent with evidence.
WS7.2e. Students analyse data and information by synthesising data and information to develop evidence-based arguments.
WS9d Students communicate by proposing ideas that demonstrate coherence and logical progression.
LW4d Students outline the roles of genes and environmental factors in the survival of organisms in a population.
Resource evaluation
Resource evaluation
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