Science Unit Oultine

Evidence Means Everything - Exploration of the Origins of Evolution 8 Weeks

Unit Tile: Duration (weeks):
24 lessons
(3 x 60 minutes lessons / week)
5 10
Stage: Year:

Key Concepts / Big Ideas
(Essentail Question)
Unit Context:
(Scope and Sequence
Information)
How has our understanding of biological foundations improved through scientific discovery and technological
developments?
This unit of work will be implemented during Term 3 of year 10. At this stage, students will be familiar with the relationship
between multicellular organisms and their environment as explored in LW1
a) describe some examples of how multicellular organisms respond to changes in their environment.
The unit of work builds upon prior foundational knowledge of survival and reproduction, as well as technological
developments gained during stage 4, being;
SC4-14LW - Relates the structure and function of living things to their classification, survival and reproduction
SC4-15LW - Explains how new biological evidence changes people's understanding of the world.

Despite this, prior knowledge is not to be assumed, and hence this program promotes such learning strategies as concept
maps, coupled with collaborative student learning tools to provide foundation for students to demonstrate proficient
understanding of evolution, adaptation, natural selection, and how this enhances survival of organisms in a population.
Student understanding and knowledge is formally assessed through an independent multimodal research task.
Prior to undertaking this unit of study, students may likely follow the the thought process of ‘everything came from
Rationale:
something’. Such a unit as this has been designed to develop student understanding in specific relation to evolution, and the
(The importance of this processes that come with it. Students delve through content that examines adaptations of organisms, processes such as
learning) geological time scales and the fossil record, as well as the scientific discoveries that have led to the development of our
current understanding of the evolutionary process. Students also demonstrate inter-curricular development of STEM
through activities including simulations, collaborative design tasks, and other group activity. Such study is crucial in that
students examine the relevance, reliability, and validity of both primary and secondary sources to determine an enduring
understanding of evolution as a whole, and what it means for future sustainability of life on Earth.
 Literacy Focus Numeracy Focus ICT Focus Differentiation

Student literacy skills are developed
via demonstration of appropriate
scientific terminology through
comprehension activities, as well as
analysis of data from practical
activities and secondary sources.
Students further identify key features
of sources through ICT activities.
Student numeracy skills are enhanced
through recording of data in
appropriate tables during practical
investigations. Students demonstrate
numerical aptitude through
calculations of population change, as
well as time-scale activities relative to
fossil records. Students emphasise
understanding of numeracy in STEM
activities listed below.
Student ICT development is focused Extra column added to identify specific
through multiple occurrences of differentiation. All worksheets used
research from secondary sources. can be potentially modified to adjust
Students additionally develop ICT difficulty to suit differing learning
abilities of students.
skills through the completion of
simulation activities. Foremost,
students learn to identify credible
sources, as well as development of
ICT ability in the completion of their
formal assessment

Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander histories and  Asia and Australia’s engagement with Asia  Sustainability
cultures
General Capabilities
 Intercultural • Numeracy
 Critical and  Ethical • Information and • Literacy • Personal and
creative thinking understanding communication understanding social capability
technology capability

Other learning across the curriculum areas

 Civics and citizenship  Difference and diversity • Work and enterprise
Outcomes

Values and Attitudes

Outcomes
SC4-1VA, SC5-1VA
appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them.
SC4-3VA, SC5-3VA
demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology,
including ethical considerations.

Skills
Strand Outcomes Content
Questioning and Develops questions or WS4 Students question and predict by:
predicting hypotheses to be
b. Predicting outcomes based on observations and scientific knowledge.
investigated
scientifically SC5-4WS
Planning Produces a plan to WS5.1 Students identify data to be collected for an investigation by:
Investigations investigate identified
b. Explaining why certain types of information need to be collected in a range of investigation
questions, hypotheses
or problems, types.
individually d. Justifying why variables need to be kept constant if reliable first-hand data is to be collected
and collaboratively in controlled experiments.
SC5-5WS
WS5.2 Students plan first-hand investigations by:
a. Planning and selecting appropriate investigation methods, including fieldwork and laboratory
experimentation, to collect reliable data.
b. Describing a logical procedure for undertaking a range of investigation types.
c. Designing controlled experiments to collect valid first-hand data.
d. Specifying the dependent and independent variables for controlled experiments.
 Strand Outcomes Content
Conducting Undertakes first-hand WS6 Students conduct investigations by:
investigations investigations to collect
a. Individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory
valid and reliable data
experimentation, to collect reliable data.
and
b. Safely constructing, assembling and manipulating identified equipment.
information,individually
c. Selecting and using appropriate equipment, including digital technologies, to systematically and accurately
and collaboratively.
collect and record data.
SC5-6WS
e. Reporting data and information, evidence and findings, with accuracy and honesty.
Processing and Processes, analyses and WS7.1 Students process data and information by:
analysing data evaluates data from
a. Selecting and using a variety of methods to organise data and information including diagrams, tables,
and information first-hand
models, spreadsheets and databases.
investigations and
c. Accessing data and information by using a range of appropriate digital technologies.
secondary sources to
d. Applying numerical procedures and mathematical concepts and using digital technologies, where
develop evidence-
appropriate.
based arguments and
f. Describing specific ways to improve the quality of the data.
conclusions. SC5-7WS

WS7.2 Students analyse data and information by:

a. Analysing patterns and trends, including identifying inconsistencies in data and information.
c. Assessing the validity and reliability of first-hand data.
d. Using knowledge of scientific concepts to draw conclusions that are consistent with evidence.
e. Synthesising data and information to develop evidence-based arguments.
g. Critically analysing the validity of information from secondary sources.

Problem solving Applies scientific WS8 Students solve problems by:

understanding and
d. Using cause-and-effect relationships to explain ideas.
critical thinking skills to
suggest possible
solutions to identified
problems SC5-8WS
 Strand Outcomes Content
Communicating Presents science ideas WS9 Students communicate by:
and evidence for a
a. Selecting and using in presentations, for different purposes and contexts, appropriate text types including
particular purpose and
discussions, explanations, expositions, procedures, recounts or reports.
to a specific audience,
b. Selecting and constructing an appropriate table, type of diagram, table or graph (histogram or sector,
using appropriate
column or line graph) to present information and show relationships clearly and succinctly using digital
scientific language,
technologies as appropriate.
conventions and
c. Using appropriate units for physical quantities and symbols to express relationships,including mathematical
representations.
ones.
SC5-9WS
e. Presenting scientific ideas and information for a particular purpose, including constructing evidence-based
arguments and using appropriate scientific language, conventions and representations for specific audiences.

Knowledge and understanding

Strand Outcomes
Living world Explains how biological
understanding has
advanced through scientific
discoveries, technological
developments and the
needs of society. SC5-15LW
Content
a. Describe scientific evidence that present-day organisms have evolved from
organisms in the past.
b. Relate the fossil record to the age of the Earth and the time over which life
has been evolving.
c. 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.
d. Outline the roles of genes and environmental factors in the survival of
organisms in a population.
Duration: Knowledge & Working Scientifically Teaching and Learning Adjustment & Assessment For Resources
Understanding Content Strategies Extension Learning
Content
1 Lesson WS7.1 Students Introduction & Pre-Assessment Students within a Given a base Concept Map template of
process data and Activity Gifted and Talented structure, students prior knowledge
information by: (G&T) class are effectively create a (Resource A)
Teacher introduces topic with a
provided a map Concept Map of
Concept Map template for Supportive Document
a. Selecting and using without a word bank, knowledge.
students to complete. Students
a variety of methods allowing students to This document provides
are posed the question ‘What is
to organise data and demonstrate higher structural diagrams to
evolution, and what evidence Teacher monitors
information including order thinking. assist students in their
can we show for it?’ Using student social
diagrams, tables, discussion, including a
appropriate supportive Students of lower capability and
models, spreadsheets comparison chart
documents, students ability are assisted by quality of
and databases. demonstrating Darwin’s
demonstrate understanding of the teacher by means understanding as theory and Lamarck’s
the theory of evolution, with of whole-classroom informal pre- theory using giraffes as
specific reference to Darwin’s & discussion. assessment to an example. Document
Lamarck’s research. Teacher topic.
also contains links to
advises that students will refer helpful research sites and
back to their maps throughout
visual media to assist
the unit. Teacher outlines with designing their
details of formal assessment timeline.
task due after completion of the
unit.

Collaborative In classes of lower https://socratic.org/

6 Lessons d. Outline the WS4 Students Given ICT resource
Brainstorming/Student-Driven academic ability, biology/evolution/
roles of genes question and Predict assistance,
Activity students are provided the-effect-of-abiotic-
and by: students
Students are presented with a with a relevant video and-biotic-factors
environmental independently and
b. Predicting topic discussion based upon the that demonstrates
factors in the collaboratively Helpful ICT resource to
question ‘How is an organism’s biotic and abiotic
survival of outcomes based on investigate and assist students in their
survival dependant on its genes influences before
organisms in a observations and describe specific research of biotic and
and its environment?’ Students completing activity
population. scientific knowledge. examples of abiotic factors, included
sheets.
 collectively discuss and research Activity sheets abiotic and biotic with diagrams and visual
WS9 Students
ideas before completing a series adjustable varied upon factors that demonstrations.
communicate by:
of visual-based activity sheets level of aptitude. influence survival Environmental influence
demonstrating the influence of Students of a G&T class in a population. & Gene Relationships
e. Presenting scientific biotic and abiotic factors on are provided with a Students relate Activity Sheets
ideas and information survival success. comprehension these findings with
for a particular approach, requiring the role of genes, Activity sheets comprise
Students utilize ICT resources to
purpose, including students to and how this of scenarios and relative
examine how gene flow relates
constructing demonstrate scientific influences survival questions such as ‘How
to success within a population.
evidence-based terminology before and success. does temperature
Students collaboratively present
arguments and using completing activities. influence an organisms
appropriate scientific their findings of specific reproductive success?
language, conventions examples in the form of mini-
presentations (2 minutes).
and representations
for specific audiences.
PhET Simulation
WS7.2 Students Student-Driven Visual Students have the Given secondary https://phet.colorado.
analyse data and Representation opportunity to work resources, edu/en/simulation/
information by: collaboratively to share students natural-selection
Students explore and ideas and inferences proficiently Interactive simulation
demonstrate understanding of
a. Analysing patterns based upon their explain the which examines the
selection pressures through
and trends, including findings from the relationship of relationship between
completion of PhET simulation
identifying simulation activity. genes and genes and survival with
and online discussion via Google Allowing students to
inconsistencies in selection varying environmental
Classroom.
data and information. share their ideas via pressures with factors. Students explore
Google Classroom environmental a population of rabbits
c. Assessing the allows students to factors in a with white or brown fur
validity and reliability discuss their findings in population. and determine the
of first-hand data. a less invasive influence of habitat and
environment. camoflage against
predators. Students
record their findings
utzilising Google
Classroom.
 WS5.2 Students plan
Student-Led Practical In classes of lower Over the duration Environmental Influence
first-hand Investigation ability, a method list is of the of Seed Germination
investigations by:
Students design an investigation provided for students, investigation Investigation
however students must period, students
a. Planning and to measure environmental Students are provided
still infer the variables accurately
selecting appropriate influences of temperature and with Acacia seeds and
rainfall on germination of seeds. and reliability of this demonstrate
investigation must collaboratively
Students are advised to monitor investigation. understanding of
methods, including design an appropriate
the scientific
fieldwork and and record growth of their investigation and
method. Students
laboratory seeds over the duration of the practical method to test
proficiently discuss
experimentation, to unit. the factors that influence
the strengths and
collect reliable data. seed growth. Seeds are
limitations of such placed in an area of
a model to make
c. Designing predominately shade, as
predictions about
controlled well as an area of
changes in
experiments to collect predominately sunlight,
biological systems.
valid first-hand data. with varied levels of
water used across the
d. Specifying the seeds. Students measure
dependent and the growth of these
independent variables seeds at weekly intervals,
for controlled recording their findings in
experiments. a Google Classroom
folder.
6 Lessons b. Relate the WS4 Students Inquiry-Driven Brainstorming In a G&T class, Given background Fossil Model
fossil record to question and predict students are given foundations,
the age of the by: Students are presented with a Students are presented
fossil models of limbs students
Earth and the model of a fossil, before being with two skull-fossil
rather than skull, as proficiently relate
time over b. Predicting posed the question ‘What models of different
means of creating a the fossil record to
which life has outcomes based on animal is this, and where did it species of horses from
more knowledge- the age of the
been evolving. observations and come from?’ Students differing time periods.
driven thought earth by
scientific knowledge. brainstorm identification based Students deduce such
process. describing changes
upon physical features, and possibilities as habitat
over time in a
suggest potential environments and diet based upon skull
species.
for the fossil given it’s structure. structure and size.
WS7.1 Students Teacher-Led Mini-Presentation Differentiation of Given supportive Nearpod Presentation
process data and students occurs information from
Teacher introduces via Nearpod Teacher-guided
information by: through ability for secondary sources,
the concepts of a fossil records presentation containing
a. Selecting and using students to connect students
and geological time scales, and visual aid to discuss
a variety of methods with Nearpod successfully design
how we can use them to fossils, the fossil record,
to organise data and presentation via their a flowchart
determine an organisms and how this record
information including smart devices, allowing showing accuracy
prescense and abundance in a demonstrates abundance
diagrams, tables, students with visual in content and
given time period. of specific organisms at
models, spreadsheets impairments to follow creativity in given times in the
and databases. content easier. design. Students geological time period.
demonstrate Contains quiz and polling
personal and questions throughout to
social capability
WS8 Students solve informally assess student
through
problems by: understanding.
collaborative
d. Using cause-and- engagement.
effect relationships to
explain ideas.

Geological Time Scale &

Collaborative Flow-Chart
WS9 Students
Design
communicate by:
With the assistance of support
a. Selecting and using documents, students create a
in presentations, for Flow-Chart to demonstrate
different purposes abundance and change in
and contexts, organism structure.
appropriate text types
Using their Flow-Charts for
including discussions,
reference, students complete
explanations,
associated activity sheets
expositions,
depicting analysis of the
procedures, recounts
geological time scale and the
or reports.
fossil record.
In classes of lower
ability, students create
a Flow-Chart as a
whole class, opposed
to small groups.
Students with lesser
ability are provided
comprehension tasks
allowing them to
complete word-banks
to assist their activities.
Students
Fossil Record Activity
successfully relate
Sheets
the fossil record to
Activity sheets include
the geological time
diagrams of the above
scale to
processes, with
demonstrate
associated questions for
species
students to complete,
abundance.
such as ‘Which animal
group has been alive on
Earth the longest?’ and
‘In which geological
period would you find
fossils of all animals?
WS6 Students
Teacher – Assisted ‘Not-So- Level of assistance Students show Build a Fossil Practical
conduct investigations Extinct’ STEM development provided is varied upon depth in Activity
by: student ability. In understanding of
Students independently Students are provided
classes of higher content by relating
a. Individually and research skeletal structures of with plaster of Paris, and
ability, students are fossil formation to
collaboratively using current and extinct species plastecine. Proceeding
instructed to outline a the fossil record,
appropriate before choosing a design to ICT research, students
method to complete depicting manners
investigation mould for a fossil, using plaster. design a mould to use for
the investigation. in which fossils
methods, including Students show initiative in their their fossils, using
formed over time.
fieldwork and research, design and creation of In classes of lower plastecine to provide a
laboratory a ‘shell’ to use as a mould. ability, students are hard model to analyse.
experimentation, to Students must show scientific provided a pre- Students press their
collect reliable data. accuracy in numerical designed method for chosen shell into the
measurements of their fossil, activity. plastecine to create a
b. Safely constructing, describing it’s potential width mould for their fossil,
assembling and and length. before adding plaster to
manipulating Students in all classes create shape to the fossil.
identified equipment. are provided a chance Students use this model
to present their fossils to discuss ways in which
c. Selecting and using in a mini-presentation fossils are formed in
appropriate to the class, outlining nature.
equipment, including the process of creation,
digital technologies, as well as information
to systematically and about how the species
accurately collect and studied may have
record data. fossilised back on
habitat.
e. Reporting data and
information, evidence
and findings, with
accuracy and honesty.
 c. Explain,
6 Lessons WS9 Students Student-Centered Frayer- Students with learning Given resource Frayer Map
using communicate by: Mapping difficulties are given assistance,
examples, how Students are provided a
the opportunity to students
natural Students are posed the template for a Frayer
e. Presenting scientific question ‘How does natural collaborate their independently
selection Map, with space to
ideas and information selection influence changes in a design with classmates. demonstrate
relates to include a definition of
for a particular depth in
changes in a population?’. Students create a natural selection,
purpose, including knowledge
population, eg Frayer Map diagram to assist characteristics
constructing through the
in the their answers, before discussing associated, examples of
evidence-based creation and
development as a class responses to the natural selection
arguments and using application of a
of resistance question. occurrence, and how we
appropriate scientific Frayer Map.
of bacteria to as scientists can infer its
language, conventions
antibiotics and occurrence within a
and representations
insects to population.
for specific audiences.
pesticides.

Student-Driven STEM
WS5.2 Students plan
Development
first-hand
investigations by: Given prior foundational
research, students are allocated
a. Planning and
the task of developing a
selecting appropriate
habitually successful beak.
investigation
Students independently
methods, including
research the Galapagos Finches,
fieldwork and
laboratory before designing and
constructing a ‘beak’ from
experimentation, to
allocated materials. Students
collect reliable data.
record findings in a graph
before discussing as a class the
benefits and limitations of their
designed beak.
Level of assistance Students show “Let’s Get Beaky” STEM
provided is varied upon depth in Instructional Guide
student ability. In understanding of
Using ICT research provided
classes of higher content by relating
prior, students are given the
ability, students are beak structure and opportunity to combine
development to
instructed to outline a understanding of STEM
selective changes
method to complete through their research,
in a population,
the investigation. design and construction of a
demonstrating habitually ideal bird beak.
In classes of lower
means of which Students combine results of
ability, students are different materials used, as
natural selection
provided a pre- well as total ‘foods’
occurs within a
designed method for collected, before creating a
population.
activity. collaborative line graph to
demonstrate efficiency of
Students in a G&T class
beak structure over time.
are provided the
additional challenge of
WS8 Students solve relating their beak to
problems by: an ideal habitat, based
upon background
d. Using cause-and-
foundational
effect relationships to
knowledge.
explain ideas.

WS7.2 Students Student-Driven Visual In classes of lower

Representation
analyse data and
information by:
Students explore case study A
by completing a Pepper Moths
a. Analysing patterns
simulation. Students complete
and trends, including
this activity with no guidance of
identifying
content, before collaboratively
inconsistencies in
brainstorming ideas of what the
data and information.
simulation results mean. With
additional ICT support, students
c. Assessing the
research the factors associated
validity and reliability with change in colour of Pepper
of first-hand data. Moths, completing an
associated questionnaire before
linking their understanding to
WS8 Students solve
natural selection and changes in
problems by:
populations.
d. Using cause-and-
effect relationships to
explain ideas.
Given background ‘Selection In Black &
ability, students are White’ Simulation
provided a reference foundations and
sheet containing hints associated Simulation depicts
of what process is resources, changes in Pepper Moth
occurring throughout students populations via the view
the simulation activity. successfully relate of a predator in a Blue Jay
natural selection bird. Students attempt to
G&T students are to changes in a catch populations of
challenged to population of moths camoflaged
brainstorm ideas Pepper Moths. against different colour
without the assistance backgrounds, with an
of ICT references. associated graph
demonstrating
population changes.
Students complete
questions from an
associated activity sheet
with questions such as
‘What influence did the
brown tree provide to the
initial moth population?’.
WS7.1 Students
Structured Student Students in a G&T Using provided Structured Support
process data and Investigation Using ICT Sources classroom are given support Document
information by: less material in their documents,
Students independently This document provides
support documents to students
c. Accessing data and complete case study B by structural questions to
assist their research, independently
information by using a investigating the occurrence of assist students in their
rather are challenged conduct research
range of appropriate antibiotic resistance within research, including;
to create their own to create relevant
digital technologies. modern society. Using
inferences based upon inferences of ‘Describe the causation of
structured support documents,
background knowledge antibiotic resistance to antibiotics’
WS9 Students students investigate the
and understanding. resistance, and its ‘Discuss the relevance of
communicate by: discovery of antibiotics through
relations to Alexander Fleming to the
the work of Alexander Fleming, Students in classrooms
natural selection scientific study of
a. Selecting and using and the importance of Penicillin of lower ability or
and changes antibiotic resistance’, and
in presentations, for in fighting infection. Students students with learning
within a
different purposes further research the spread of difficulties are ‘Using this knowledge,
population.
and cntexts, antibiotic resistance, and how permitted to work describe a potential
appropriate text types this phenomenon occurs. collaboratively in their outcome of antibiotic
including discussions, Students utilize this research to research. resistance on the
explanations, aid in the completion of their sustainability of human
expositions, summative assessment. health?’
procedures or
reports.

Student-Focused STEM Level of assistance

WS5.1 Students
Practical Investigation
identify data to be
Students are posed the
collected for an
question ‘Can organisms adapt
investigation by:
to camoflage themselves
d. Justifying why
against a predator?’. Utilizing
variables need to be
their findings from their prior
kept constant if
Frayer Map, students complete
reliable first-hand
the ‘I’m a worm.. Get me out of
data is to be collected
here!’ practical activity.
Following completion of the
Students show “Im a worm.. Get me out
provided is varied upon depth in of here!” Practical
student ability. In
understanding of Materials (Resource 2)
classes of higher
content by relating
ability, students are Students are provided a
colouration to
instructed to outline a structured document to
selective changes,
method to complete assist the construction of
demonstrating
the investigation. In their investigation (See
means of which Resource 2). Using this as
classes of lower ability,
natural selection guidance, students
students are provided
occurs within a
a pre-designed method collaboratively
population.
for activity. investigate natural
 in controlled initial investigation, students selection influences by
Students in a G&T class Students
experiments. generate a column graph to comparing the ‘survival’
are challenged to demonstrate
present their findings in a visual rates of different
WS7.2 Students relate their findings to depth of numerical
manner. coloured worms against
analyse data and other examples of ability via analysis
birds in a given
information by: organism change of data and
environment. Students
within populations via accurate
record their findings in a
a. Analysing patterns natural selection, and construction of
Google Classroom
and trends, including to design a method for graphs for visual
document, before
identifying how they could be representation.
combining the data to
inconsistencies in tested.
form a column graph to
data and information.
demonstrate the
statistical difference in
c. Assessing the
populations with a given
validity and reliability
variable of colouration.
of first-hand data.

d. Using knowledge of
scientific concepts to
draw conclusions that
are consistent with
evidence.

a. Describe
5 lessons WS7.1 Students Teacher-Guided Mind-Map In classes of lower Given a base Mind-Map
scientific process data and Creation ability, additional structure, students
evidence that Students are provided a
information by: teacher scaffolding is effectively create a
present-day Teacher engages students by template with four blank
provided to guide Mind-Map of
organisms a. Selecting and using asking ‘How can we prove the Boxes feeding from the
students to the desired knowledge.
have evolved a variety of methods occurrence of evolution? What central topic. Students
outcome.
from to organise data and evidence do we have?’. are advised that they will
organisms in information including Students collaboratively discuss In a G&T class, be addressing four key
the past. diagrams, tables, potential evidence before students are forms of evolutionary
models, spreadsheets combining thoughts into a challenged to relate evidence.
and databases. Mind-Map to visually represent their ideas to specific
information. examples, such as
WS4 Students vestigial structures in
Student-Driven Investigation Students “It’s All Comparative”
question and predict whales and humans. successfully relate Activity Sheet
Students are presented the
by: In classrooms of lower the similarity in
skeletal structure of an arm of a Where possible, students
b. Predicting ability, structured structure of
bird, dog, and a fish. Prior to are given a to-scale
outcomes based on documents with links certain organisms
informing students of the model of each organisms
observations and to research articles is as evidence of
identity of organisms, teacher skeletal structure.
scientific knowledge. given, allowing descendance from
challenges students to consider Dependant on resource
students to research a common
what these structures availability, students may
the concept of ancestor. Students
WS7.2 Students represent. Students are be provided with 3D
homology before demonstrate
analyse data and provided with an activity sheet images of each organism.
describing their depth in
information by: containing a colouring activity,
findings as a class. understanding by Activity sheet contains a
matching bone structures to
providing other diagram of the ‘arm’
a. Analysing patterns particular colours. Upon In a G&T class,
examples of structure of a whale,
and trends, including completion, students are asked students are not
similar structure of human, fish, dog, horse,
identifying to explain what their findings provided with a ‘colour
organisms. and bird. Students are
inconsistencies in suggest. bank’, and are required to colour the
data and information. challenged to colour humerus, radius, carpals,
their diagrams based metacarpals, and
e. Synthesising data upon initial phalanges of each
and information to observation of organism, using a
develop evidence- features. provided template.
based arguments.

Teacher-Guided Mini- Students Mini-Presentation

WS9 Students
Presentation proficiently share (Resource 3)
communicate by:
Teacher guides students via a In classes of higher thoughts and ideas Teacher – Driven
e. Presenting scientific Nearpod presentation through ability, presentation throughout the presentation depicting
ideas and information the concept of comparative can be altered to presentation via the visual model of
for a particular anatomy as evidence of include ‘fill the blanks’ engagement in comparative anatomy,
purpose, including evolution, and how it can be for students of higher quiz activities. and its relevance to
constructing represented. Teacher focuses ability in Students evolutionary studies.
evidence-based emphasis on homology and understanding. demonstrate Presentation provides
arguments and using vestigial structures as depth in content including
appropriate scientific foundations for evidence. understanding by homology, vestigial
Providing students
language, Teacher utilizes quiz questions relating anatomy structures, as well as
opportunity to connect
conventions, and and open discussions to of multiple space provided for
with the presentation
representations for determine student organisms as the students to share their
from their own smart
specific audiences. understanding and engagement descendance from ideas of other examples
devices allows for
in content. a common of anatomical similarity.
greater visual
ancestor. Students respond to quiz
engagement, and
questions during
enhances learning of
presentation.
students with visual
difficulty.
Student-Driven Investigation & “It’s Embryonic!” Activity
WS9 Students Given ICT
ICT Research Sheet
communicate by: research, students
Students complete “It’s In a class of lower independently and Students are presented
e. Presenting scientific Embryonic!” activity. Given ability or lesser ICT collaborative with a table activity
ideas and information their findings, students availability, a demonstrate containing early, middle,
for a particular independently conduct research presentation is depth of content and mature stages of
purpose, including of the topic of comparative provided by the understanding via embryonic development
constructing embryology. teacher containing completion of of a fish, human, turtle,
evidence-based essential content. activities and open and chicken. Students are
arguments and using discussion. challenged to match each
In classes of higher
appropriate scientific stage of development
ability, students are
language, with each organism.
challenged to
conventions, and Given their observations,
participate in a ‘flipped
representations for students are instructed to
classroom’, by working
specific audiences. independently research
in groups to teach their
WS4 Students the concept of
classmates particular
question and predict comparative embryology,
points of content.
by: and complete an
e. Synthesising data attached questionnaire.
and information to
develop evidence-
based arguments.
WS7.2 Students
Guided Inquiry-Based Learning
analyse data and
information by: Given the following scenario;
‘The Emu and the Kiwi Bird
e. Using scientific show great similarity to one
understanding to another, and yet they exist
identify relationships hundreds of kilometres apart
and draw conclusions across the Pacific Ocean. If
based on students’ they’re both flightless birds,
data or secondary how can this be possible? What
sources. does it mean?’, & supportive
ICT assistance, students
WS8 Students solve investigate the concept of
problems by: biogeography, and its relevance
e. Using models to as evidence of evolution,
explain phenomena completing an associated
and make predictions. questionnaire via Google
Classroom.
Collaborative Classroom
WS8 Students solve Brainstorming
problems by:
Students are posed the
E) Using models to
question ‘How an we relate the
explain phenomena
fossil record as evidence of
and make predictions.
evolution?’. Using foundational
WS7.2 Students knowledge gained through
analyse data and LW4.B, students collaboratively
information by:
brainstorm the manners in
which evidence is
In classes of lower Given reference Structured ICT Assistance
ability, a background material, students
Students are provided a
mini-lecture is independently
class questionnaire
provided to students to communicate to
document via Google
first establish demonstrate
Classroom to complete,
understanding of the higher-order-
using scaffolded guidance
concept of thinking in relation
questions such as
biogeography. to biogeography,
“Describe the term
linking prior
In classes of higher ‘Gondwanaland, and
concepts of
ability, students are discuss it’s relevance to
natural selection,
provided less ICT evidence of evolution’,
divergent
assistance, instead and ‘describe how
evolution, and
challenged to theorize organisms of different
comparative
responses based upon location and physical
anatomy.
foundational appearance share a
knowledge learned similar skeletal
prior. structure?’. Students are
permitted the usage of
ICT to research
information for their
responses.
Students in a G&T Given prior “Let’s Get Skeletal”
classroom participate foundational Activity Sheet
in a ‘flipped’ knowledge,
Students are provided a
environment, allocated students
timeline-structured
specific points of demonstrate
diagram depicting
content each to explain understanding and
changes in hoof structure
and present to their create links in given horse
classmates. between the populations over
concepts of fossil different periods of time.
Students with lesser
records, Students relate their
ability are provided
 d. Using knowledge of demonstrated. Students additional resource biogeography, and observations to natural
scientific concepts to complete an associated materials to assist their natural selection. selection, answering such
draw conclusions that worksheet relating changes in brainstorming. questions as ‘To which
are consistent with fossils of horse skeletons over environment would a
evidence. time to changes in given horse with all toes
environments environments. protruded belong?’.
e. Synthesising data
and information to
develop evidence-
based arguments.

Summative Assessment Description: Outcomes Assessed:

Students must independently complete a multimodal research task depicting Explains how biological understanding has advanced through scientific
potential events of antibiotic resistance. This research can be displayed discoveries, technological developments and the needs of society. SC5-15LW
through students’ choice of media format including Prezi, iMovie, website, or
other chosen media source. Students are to design a hypothetical scenario in Develops questions or hypotheses to be investigated scientifically SC5-4WS
which antibiotic resistance has taken over the world. Students demonstrate
their understanding of evolution and natural selection by explaining the Produces a plan to investigate identified questions, hypotheses or problems,
process in which this event has occurred. Students are also required to depict individually and collaboratively SC5-5WS
the past, present, and future implications and impacts of such resistance.
Foremost, students must address sustainability by providing a potential Processes, analyses and evaluates data from first-hand investigations and
solution to this antibiotic resistance, given understanding of scientific secondary sources to develop evidence-based arguments and conclusions
discoveries, and the developments that led to them. Students are allocated SC5-7WS
multiple learning tools throughout the course of the unit to assist their
research including Concept Maps and Flowcharts. Differentiation occurs in the Presents science ideas and evidence for a particular purpose and to a specific
form of multiple media formats, allowing students of varied learning abilities audience, using appropriate scientific language, conventions and
to demonstrate their understandings. Furthermore, if required, students of representations SC5-9WS
lower ability are provided the opportunity to work collaboratively, allowing
students to develop appreciation of the values of their classmates, thus
enhancing diversity within an educational context. Students are allocated one
lesson per fortnight to research and collaborate their resources, but any
further required time must be approached outside of classroom hours.
Evaluation of Teaching and Learning:
Evaluation of the success of this unit is demonstrated upon the following determinates;
 How many students submitted their work on time, and how engaged was their behaviour?
 Did all students complete activities and show interest? How was this interest demonstrated?
 Did students understand instruction and work well in collaborative environments?
 How did the scaffolding provided assist all student learning needs across different abilities?

Foremost, a ‘like, dislike, challenging’ thinking tool upon completion of the unit would ideally gauge student interest and aptitude, allowing individuals to
provide feedback to the teacher by voicing their opinions of the content and activities.
References: *Note* All Images used in Resource B referenced from same location/author.

Adams, W., Podolefsky, N., & Olsen, J. (2017). Natural Selection. PhET Interactive Simulations. University of Colorado. Retrieved from
https://phet.colorado.edu/en/simulation/natural-selection.
AmritaCreate University. (2014, October 13). Comparative Anatomy – MeitY OLabs [Video file]. Retrieved from Khan Academy of Organic Chemistry. (2013,
October 30). The Periodic Table – Transition metals [Video file]. Retrieved from https://www.youtube.com/watch?v=kCM2mSb4qIU.

Bird & the Worms Clipart [Image] (2017, January 17). Retrieved September 28, 2017, from https://cliparts.zone/search?q=bird+and+the+worms.

Diego, R., & Molnar, J. (2014). Comparative anatomy, evolution, and homologies of tetrapod hindlimb muscles, comparison with forelimb muscles, and
deconstruction of the forelimb-hindlimb serial homology hypothesis. The Anatomical Record, 297(6), 1047-1075. DOI: 10.1002/ar.22919.
Drollinger, M. (2015). The effect of abiotic and biotic factors. Socratic Biology Foundations. Retrieved from https://socratic.org/biology/evolution/the-effect-
of-abiotic-and-biotic-factors.

McLean, L.J. (2016). Peppered Moths: Natural selection in black and white. Weebly. Retrieved from http://peppermoths.weebly.com.

Senter, P., Ambrocio, Z., Andrade, J.B., Froust, K.K., Gaston, J.E., Lewis, R.P., …, Stanley, S.G. (2015). Vestigial biological structures: A classroom-applicable test
of creationist hypotheses. The American Biology Teacher, 77(2), 99-106. DOI: 10.1525/abt.2015.77.2.4
Additional Resources:

Resource A: Evolution Concept Map

Resource B: “I’m a worm.. Get me out of here!” STEM investigation
Resource C: Evidence for evolution: Comparative anatomy ICT
Some suggested Teaching and Learning Strategies:
Thinking Skills Co-operative Learning Graphic Organisers
 Higher Order Thinking Skills  Think-pair-share  Mind Maps or Concept Maps
 Visual Representations  Jigsaw  Venn Diagrams
 Think all possibilities (TAP)  Brainstorming  Five Ws
 Predict, Explain, Observe  Numbered heads  PMI charts
 Y Chart or W Chart  Discussion  T charts
 Constructing Experiments  Expert Groups  Flow Charts
 Analogies  Round robin brainstorming  Frayer diagram
Part B: Critical Reflection

This unit is structured in a manner that progresses student understanding of the link
between developmental changes in science with our biological understanding, and how this
meets societal needs. As means of addressing depth in understanding, this unit focuses
crucial emphasis on the interweaving concepts of Wiggins & Mctighe’s (1998) model of
Understanding By Design (UBD), Inquiry-Based Learning (IBL), and the heightened
engagement of students by creativity-driven STEM approaches. Furthermore, students
demonstrate enduring understanding via means of a summative assessment task, designed
to align student learning activities with the content required to demonstrate proficiency in
meeting the desired outcomes of the unit. Prior to utilizing the UBD approach, it is of
foremost importance to relate prior student foundational knowledge to the current
outcome present (Trigwell, Prosser & Waterhouse, 2011). By creating a scope and sequence
to address these foundations, a teacher can gain insight into the depth applicable within a
new unit of work, in an effective manner of time (Karapetrovic & Casadesus, 2009). In this
instance, students build upon prior knowledge gained from stage 4 of their learning, being
SC4-14LW and SC4-15LW (Board of Studies NSW, 2012).

Wiggins & Mctighe’s (1998) research of UBD places emphasis on a ‘backward

structure’ approach, wherein a teacher identifies the outcome to be assessed, before
structuring a formal assessment, and finally identifying activities and learning strategies to
address the content required. In doing so, a teacher can proficiently align the teaching and
learning strategies in a manner that not only addresses the learning intentions of content,
but demonstrate a heightened depth of enduring understanding in the development of
formal assessment (Leahy, Lyon, Thompson & Wiliam, 2005). A backward approach in
designing assessment prior to content allows the production and planning of investigations
centred upon engagement through inquiry-driven activities. In achieving such an approach
within this unit plan, students provided the opportunity to link and align interlocking
concepts in a conceptualised manner allowing for more practise of meeting the demands of
the final assessment of outcomes (Bryan & Clegg, 2006). Specific to this unit plan,
assessment is linked to outcome through the production of a presentation depicting the
cause-and-effect relationship of natural selection and evolution of antibiotic resistance, and
its relevance to scientific discovery with meeting crucial needs of a sustainable society.
 Foremost, the construction of this unit following Wiggins & Mctighe’s (1998)
approach has allowed for creation of a more visually defined representation of the link
between summative assessment and outcome. Given the backing foundations of
assessment designed prior to content, students are presented with a more logical sequence
of content that succinctly aligns with required learning strategies and teaching methods to
demonstrate enduring understanding of content (Mctighe, 2003). In constructing
assessment of learning prior to content, a teacher is provided opportunity to interrelate
concepts in manners that build upon prior student knowledge, and yet develops
understanding of content-specific models and theories. (Dunlap, Sobel & Sands, 2007).

The development and usage of appropriate scaffolding within this unit demonstrates
the enhancement of Inquiry-Based Learning (IBL). In utilizing such learning tools as concept
maps and Frayer diagrams, students are able to represent their thoughts in such a manner
that critically reflects upon content and enhances their academic ability (Hooper, 2008;
Wang, Lin, Spalding, Klecka & O’Dell, 2011). The construction of these learning tools
provides students a visual representation of knowledge, allowing not only the teacher to
align student levels of understanding with activities planned, but also for a student to gauge
their level of proficiency (Kolodner & Nagel, 1999). This unit plan makes use of activities
such as simulation activities, which challenge students to, using lesser scaffolding assistance,
consider and hypothesize based upon backing foundations gained prior (Raes, Schellens,
DeWever & Vanderhoven, 2012).

Prior to initial activity at the beginning of each new content point, students are
posed a scenario, or a question that challenges themselves to think with logic and
reasoning. In doing so, a teacher can informally assess student understanding, and thus
create adjustments to their content based upon student observations, inferences, and
linkage to interlocking concepts (Blessinger & Carfora, 2014). Within student-centred
research tasks, students demonstrate construction of evidence-based arguments of
content-specific knowledge, whilst demonstrating independence and ability to work
collaboratively with lesser teacher guidance where possible (Berlin & Lee, 2005). The
provision of scaffolded instruction demonstrated in such student-focused activities as
simulations provides students with an explicit set of criteria required, whilst showing ability
to demonstrate content aptitude with less available resources (Akos, Cockman & Strickland,
2007). Development of such activity allows for adjustments for differentiation where
required, wherein students are provided additional resource material if required based
upon ability. Such structure in design allows for students of Gifted and Talented classes to
demonstrate higher order thinking in their responses and approaches to completing the
tasks required, with lesser scaffolded assistance from the teacher (Tunnicliffe, 2010).

Foremost, this unit places heavy emphasis on the inclusion of Science, Technology,
Engineering & Mathematics (STEM) Development. Through appropriate linkage to STEM
activities such as “Let’s Get Beaky” provides students with an inquiry-driven scenario and a
means of which students hypothesise, design, and complete practical investigations whilst
enhancing inter-syllabus development of mathematics and engineering (Geier et al., 2008;
Stohlmann, Moore & Roehrig, 2012). Such activities as the “I’m a worm.. Get me out of
here!” investigation was utilized in such a manner that heightens student social capability
and constructive ability, as well as critical analysis and reflection, four driving factors of the
STEM approach (Katehi, Pearson & Feder, 2009). Using this activity as a base structure,
students demonstrate higher-order-thinking and both personal and social capability,
fundamental aspects of the NSW Quality Teaching Model (Gore, 2007; Smith & Karr-Kidwell,
2000) During this multi-lesson investigation, students are further challenged to consider
sustainability at an ecosystem level, given opportunity to describe future cause-and-effect
relationships that drive the natural selection process.

The implementation of an UBD approach to this unit plan has allowed the
demonstration of an inquiry-driven approach to learning, through questioning, predicting,
and completing investigations to meet content required for assessment (Bryan & Clegg,
2006). These activities support student collaborative engagement, emphasising one’s
personal and social capability to heighten academic success, as well as allowing opportunity
for students to develop appreciation of values of their classmates, hence enhancing
diversity at an educational context (Hooper, 2008; NESA, 2017). The incorporation of
numerous learning tools, simulations and STEM activities encourage students to reflect
critically upon prior knowledge and make predictions based upon evidence present, whilst
incorporating inter-syllabus outcomes of design, creativity, and numerical application (Geier
et al., 2008).
References:

Akos, P., Cockman, C.R., & Strickland, C.A. (2007). Differentiating classroom guidance.
Professional School Counselling, 10(5), 455-463. Retrieved from
https://search.proquest.com/docview/213360497?accountid=36155.

Berlin, D., & Lee, H. (2005). Integrating science and mathematics education: Historical
analysis. School Science and Mathematics, 105(1), 15-24. DOI:10.1111/j.1949-
8594.2005.tb18032.x.

Blessinger, P., & Carfora, J.M. (2014). Inquiry-based learning for faculty and institutional
development: A conceptual and practical resource for educators. Galston. Emerald
Group Publishing Limited.

Board of Studies NSW. (2012). Science K-10 (Incorporating Science and Technology K-6).
NSW Syllabus for the Australian Curriculum, Board of Studies NSW. Retrieved from
http://syllabus.nesa.nsw.edu.au/download/.

Bryan, C., & Clegg, K. (2006). Innovative Assessment in Higher Education. York, United
Kingdom: Routledge.

Dunlop, J.C., Sobel, D., & Sands, D.I. (2007). Designing for deep and meaningful student-to-
content interactions. TechTrends, 51(4), 20-31. DOI:10.1007/s11528-007-0052-6.

Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S, Fishman, B., Soloway, E., & Clay-
Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-
based science curricula in the context of urban reform. Journal of Research in
Science Teaching, 45(8), 857-970. DOI: 10.1002/tea.20248.

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a

difference: Challenges for teachers, teaching, and teacher education (pp. 15-33).
Rotterdam, Netherlands: Sense Publishers.
Hooper, B. (2008). Stories we teach by: Intersections among faculty biography, student
formation, and instructional processes. The American Journal of Occupational
Therapy, 62(2), 228-241. Retrieved from
https://search.proquest.com/docview/231971842?accountid=36155.

Karapetrovic, S., & Casadesus, M. (2009). Implementing environmental with other

standardized management systems: Scope, sequence, time and integration. Journal
of Cleaner Production, 17(5), 533-540. DOI:10.1016/j.jclepro.2008.09.006.

Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 Education. Washington, D.C.
National Academies Press.

Kolodner, J., & Nagel,K. (1999). The design discussion area: A collaborative learning tool in
support of learning from problem-solving and design activities. In Hoadley, C., &
Roschelle, J. (Ed.) Proceedings of computer support for collaborative learning (CSCL)
1999 Conference (300-307). Palo Alto, California, United States: Stanford University.

Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by
minute, day by day. Educational Leadership, 63(3), 19-24. Retrieved from
http://facets.edc.org/sites/facets.edc.org/files/classrassessmentdaybyday.pdf.

NESA. (2017). Learning across the Curriculum. NSW Education Standards Authority.
Retrieved from http://syllabus.nesa.nsw.edu.au/english/english-k10/learning-across-
the-curriculum.

McTighe, J., & Seif, E. (2003). A summary of underlying theory and research base for
understanding by design. Unpublished manuscript.
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problem solving in web-based collaborative inquiry learning. Computers &
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Smith, J., & Karr-Kidwell, P. (2000). The interdisciplinary curriculum: A literary review and a
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Trigwell, K., Prosser, M., & Waterhouse, F. (2011). Relations between teachers’ and
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