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102090 Secondary Curriculum 2A: Assessment 1

UNIT OF WORK-
BIOLOGY YEAR 11

Eman Chami
17972853
Module 3 – Biological Diversity Duration: 10 weeks (This assignment only covers 5 weeks)
Module 4 – Ecosystem Dynamics
Content focus
Module 3
Biodiversity is important to balance the Earth’s ecosystems. Biodiversity can be affected slowly or quickly over time by natural selective pressures. Human
impact can also affect biodiversity over a shorter time period. In this module, students learn about the Theory of Evolution by Natural Selection and the effect of
various selective pressures.
Monitoring biodiversity is key to being able to predict future change. Monitoring, including the monitoring of abiotic factors in the environment, enables ecologists
to design strategies to reduce the effects of adverse biological change. Students investigate adaptations of organisms that increase the organism’s ability to
survive in their environment.

Module 4
The Earth’s biodiversity has increased since life first appeared on the planet. The Theory of Evolution by Natural Selection can be used to explain periodic
increases and decreases in populations and biodiversity. Students engage in the study of past ecosystems and create models of possible future ecosystems so
that human impact on biodiversity can be minimised. The study of ecosystem dynamics integrates a range of data that can be used to predict environmental
change into the future.

Context of these Modules


By combining Module 3 and 4 students will grasp the concepts of Earth’s ecosystem as a whole. As year 11 is one term less than the usual 4 terms. It is ideal
into integrate contents from module 3 and 4 as this provides students with logical flow of ideas. Students are given the opportunity to design their own
investigations and practice efficient information and data collection strategies, as well as developing skills in communicating their findings using appropriate
scientific language.

Working Scientifically
In this unit, students focus on developing questions, designs and hypotheses when planning and conducting investigations. Students also study trends, patterns
and relationships in data to analyse the interrelationships within and dynamics of an ecosystem. Students should be provided with opportunities to engage with
all Working Scientifically skills throughout the course.

Knowledge and Understanding Outcomes


A student:
> describes biological diversity by explaining the relationships between a range of organisms in terms of specialisation for selected habitats and evolution of
species BIO11-10 (module 3)
> analyses ecosystem dynamics and the interrelationships of organisms within the ecosystem BIO11-11 (module 4)
Module 3 – Biological Diversity Duration: 10 weeks (This assignment only covers 5 weeks)
Module 4 – Ecosystem Dynamics
Topics
1. Effects of the Environment on Organisms (Module 3)
2. Population Dynamics (Module 4)
3. Adaptations (Module 3)
4. Theory of Evolution by Natural Selection (Module 3)

Working scientifically: Depth Study


W/S – Questioning and Predicting – BIO11/12-1 This module will provide students with the
A student develops and evaluates questions and hypotheses for scientific investigation opportunity to plan and conduct investigations, as
Students: well as processing data and information. Focus will
 Develop and evaluate inquiry questions and hypotheses to identify a concept that can be investigated be placed on the field study students will part take in.
scientifically, involving primary and secondary data (ACSBL001, ACSBL061, ACSBL096) Students will investigate how to estimate the
 Modify questions and hypotheses to reflect new evidence population size of a particular species. They will also
assess the environmental changes the field site has
W/S – Planning Investigations – BIO11/12-2 underwent and be able to list the types of
A student designs and evaluates investigations in order to obtain primary and secondary data and environmental pressures associated with those
information changes. This Depth Study will not be formally
assessed
Students:
 assess risks, consider ethical issues and select appropriate materials and technologies when
designing and planning an investigation (ACSBL031, ACSBL097)
 ● justify and evaluate the use of variables and experimental controls to ensure that a valid procedure
is developed that allows for the reliable collection of data (ACSBL002)
 ● evaluate and modify an investigation in response to new evidence

W/S – Conducting Investigations – BIO11/12-3


A student conducts investigations to collect valid and reliable primary and secondary data and
information

Students:
 employ and evaluate safe work practices and manage risks (ACSBL031)
 use appropriate technologies to ensure and evaluate accuracy
 select and extract information from a wide range of reliable secondary sources and acknowledge them
using an accepted referencing style
W/S – Processing Data and Information – BIO11/12-4
A student selects and processes appropriate qualitative and quantitative data and information
using a range of appropriate media

Students:
 select qualitative and quantitative data and information and represent them using a range of formats,
digital technologies and appropriate media (ACSBL004, ACSBL007, ACSBL064, ACSBL101)
 apply quantitative processes where appropriate
 evaluate and improve the quality of data

W/S - Analysing Data and Information – BIO11/12-5


A student analyses and evaluates primary and secondary data and information
Students:
 derive trends, patterns and relationships in data and information
 assess error, uncertainty and limitations in data (ACSCH004, ACSCH005, ACSCH033, ACSCH099)
 assess the relevance, accuracy, validity and reliability of primary and secondary data and suggest
improvements to investigations (ACSCH005)

W/S – Communicating – BIO11/12-7


A student communicates scientific understanding using suitable language and terminology for a specific
audience or purpose
Students:
 select and use suitable forms of digital, visual, written and/or oral forms of communication
 select and apply appropriate scientific notations, nomenclature and scientific language to
communicate in a variety of contexts (ACSCH008, ACSCH036, ACSCH067, ACSCH102)
 construct evidence-based arguments and engage in peer feedback to evaluate an argument or
conclusion (ACSCH034, ACSCH036)

(Biology Stage 6 Syllabus, 2017)


Assessment overview

Assessment for learning Assessment as Learning Assessment of Learning

Formative Assessments: Formative Assessments: Summative Assessments:


- Student un-marked presentation - Think pair share activities - Marked student presentations (marked and
(feedback is given) - Inquiry questions feedback is given)
- Classroom discussions - Videos with scaffold questions - Students model Natural Selection (marked and
- Brainstorm activities feedback is given)
- Teacher lead modelling experiments - Depth study- Laboratory report

Literacy Focus Numeracy Focus ICT component

Students will create research articles detailing As students conduct practical, modelling activities To keep students engaged, ICT was used in the form
a question. This will build students literacy by: they will be required to: of:
- Increasing scientifically terminology - Graph data as well as interpret their - Interactive models
- Exposing students to academic meaning - Videos
writing skills - Calculate the population size - Interactive brainstorms
- Map changes in a population - HyperDoc
- Presentations
- Interactive quizzes

Note: The three original resources are highlighted in ‘green’, two are links and one is a word document pasted at the end of the document before justification.
Effects of the Environment on Organisms (Module 3)
Inquiry question: How do environmental pressures promote a change in species diversity and abundance?

Knowledge and Working Scientifically Teaching and Learning Strategies Resources


Understanding content outcome descriptors Assessment for learning
descriptors

Review of Stage 4 and 5 Pre-test using Kahoot quiz

Review stage 4 and 5 content areas through a Kahoot Quiz. Kahoot Quiz
This will testing students prior knowledge and how much
information has been retained. Students may create the kahoot
themselves or be presented one, developed by the teacher.

Major content areas students have encountered in Stage 4/5


include:
 Food chains
 Food webs
 Beneficial and harmful effects on the
environment
 Human activity and their effects on interactions
in food chains and food webs
 Marine ecosystem
 Crop cultivation
 Animal husbandry
 Communities within an ecosystem
 Nitrogen a cycled matter
 How energy flows through an ecosystem
 Abiotic and biotic components
Biotic and Abiotic factors
Students communicates
Students predict the effects of scientific understanding HITS Structuring Lessons
selection pressures on using suitable language and Classroom discussion
organisms in ecosystems, terminology for a specific  What is an ecosystem?
including: audience or purpose
 Biotic factors BIO11/12-7 Extend students definition of what an ecosystem is, by
 Abiotic factors introducing new concepts such as:
 Biomass Pyramids
 Energy Pyramids
 Biome

To get students to predict the effects of selection pressures Learning intention:


perform:  Students can
Think-pair-share differentiate between
1- Students individual predict different types of abiotic and biotic factors
environmental pressures
2- Students pair up and discuss answers
3- Class discussion, students share with the whole class Success criteria:
4- Creates a segue way into the lesson  Students can identify
the factors that make up
Content abiotic and biotic factors
 What is an environmental pressure?  Students know what
Abiotic Factors (non-living) living and non-living
 pH components are
 water  Students can give
 sunlight specific examples of
 soil each environmental
 wind pressure
 salinity
 humidity
 available nutrients
 viscosity

Biotic Factors (living)


Other organisms, so:
 autotrophs
 heterotrophs
 detritivores
HITS Multiple Exposures
ICT component Kakadu National Park
Kakadu National Park Video
Students in groups will identify different abiotic & biotic factors
present in parts of the video. Kakadu’s cultural heritage

This video will incorporate cross-curriculum priorities-


Aboriginal and Torres Strait Islander histories and cultures.

Students investigate changes Students designs and HITS Explicit Teaching


in a population of organisms evaluates investigations in Discuss population change due to environmental pressures Learning intention:
due to selection pressures order to obtain primary and  To create a presentation
over time, for example: secondary data and Use Cane toads as an example. explaining the
 Cane toads information Provide a video and worksheet to go along with information distribution of Prickly
 Prickly pear BIO11/12-2 Pears and, how they
distribution in Australia have changed over time
Students communicates Guided Inquiry-based learning
scientific understanding Case study:
using suitable language and Students will get into groups of 3 investigate the Prickly Pear Success criteria
terminology for a specific distribution. Students are to identify trends & make connections  Students have
audience or purpose between environmental conditions & population changes determined how the
BIO11/12-7 population has changed
Students present their findings to the class. The delivery mode over time
is up to the students. This can span over 2 lessons if need be.  Students have identified
pressures present in the
This is a formative assessment (assessment for learning) populations
- Presentation will not be marked however, feedback  Students have
should be provided explained the factors
influencing the changes
within population

Differentiation techniques Do not provide a scaffold for students who do not require it
Provide a more detailed scaffold for students who need extra guidance

Develop a more structured lessons if need be. Incorporate more worksheets and videos if students need extra exposure
Population Dynamics (Module 4)
Inquiry question: What effect can one species have on the other species in a community?

Knowledge and Understanding Working Scientifically outcome Teaching and Learning Strategies Assessment Resources
content descriptors descriptors for learning

Students investigate and determine Students conduct investigations to HITS Structuring Lessons
relationships between biotic and collect valid and reliable primary Classroom discussion; developing students’ Video and Worksheets
abiotic factors in an ecosystem, and secondary data and knowledge about biotic and abiotic factors further.
including: information BIO11/12-3 By discussing the impact of these factors
 The impact of abiotic factors
Students select and processes Factors include:
 The impact of biotic factors, appropriate qualitative and  Predation
including predation, quantitative data and information  Competition
competition and symbiotic using a range of appropriate  Symbiotic relationships
relationships media BIO11/12-4  Disease

Students analyse and evaluates Distinguish between abundance and distribution


primary and secondary data and Provide a video and worksheet to go along with
information BIO11/12-5 information

 Predicting consequences for


populations in ecosystems HITS Structuring Lessons
due to predation,
competition, symbiosis and Through think, pair and share students will predict Utilise an interactive platform, to
disease consequences of, predation, competition, symbiosis allow students to have access to
and disease on a population within an ecosystem. the combined responses as part
of their notes.
Once class discussion commences, teacher will
combine students responses and further students’
knowledge understanding by explaining any missed
information
HITS Explicit Teaching
 The ecological niches Provide a worksheet to
occupied by species Explain ecological niches include: accommodate the example
 What are ecological niches? species
 Why are they important?
 The impact of abiotic and biotic factors on
ecological niches?

Provide specific examples such as:


Fish species niches environment needs to consider
the following: Learning intention:
 Salinity  Students are to create a
 pH research article
 Temperature explaining ecological
 Availability to food source niches, using specific
species
Inquiry-based learning
Get students to research and create a research Success Criteria:
article about the different types of niches in the  Students have
environment focusing on a specific species understood that different
species require different
abiotic and biotic factors
to survive and
reproduce
 Students have
explained why such
HITS Explicit Teaching ecological niches occur
Teach students sampling techniques through
classroom discussion
 Measuring populations of include:
organisms using sampling  What they are?
techniques  Why are they important?
 How are they used to estimate the
population size?
Model Capture-recapture
experiment using Lima Beans
Sampling techniques include:
 Capture-recapture
 Transect
 Quadrants
Depth study (5 hours)

Field study- Mangrove Wetlands, Sydney Olympic


Park
Field study manual
Filed experiment will include: Laboratory report scaffold and
Transects and Quadrants to sample the mangrove marking criteria
population

A laboratory report based on the experiments


conducted will be due in week 5. This is a
summative assessment

Inquiry-based learning
Students explain a recent extinction Students communicates scientific Get students to individual research a recent Learning intention:
event understanding using suitable extinction event. This will be a student-led  Students are to create a
language and terminology for a classroom environment. research article
specific audience or purpose explaining a recent
BIO11/12-7 Students will teach the class the information they extinction event
have gathered
Success criteria:
Teacher will take noes of the information and  Student has understood
conclude lesson by explain any missed information why these extinctions
have occurred
 Predicts what might
occur if situations
persists
 Explains to the class
researched gathered in
a clear and effective
manner

Differentiation techniques To engage gifted and talented students, get the students themselves to combine all student responses and allow for a
student lead discussion.

For inquiry based learning, teachers can provided a guided scaffold to students who may need a push to start thinking along
the inquiry path. Teachers can create problem-based learning activities instead of inquiry. Providing more strcture

Included more videos and worksheets, giving students the opportunity for multiple exposure. Find out what works best for
the classroom.
Adaptations (Module 3)
Inquiry question: How do adaptations increase the organism’s ability to survive?

Knowledge and Working Scientifically Teaching and Learning Strategies Assessment for learning Resources
Understanding content outcome descriptors
descriptors
HITS Explicit Teaching
Students conduct Students develops and Discuss the differences between physiological, structural &
practical investigations, evaluates questions and behavioural adaptations
individually or in teams, hypotheses for scientific Videos and interactive platforms where
or use secondary investigation Students collect and analyse the observations and data that students can share their ideas and
sources to examine the BIO11/12-1 were obtained by Charles Darwin about groups of closely explanations
adaptations of organisms related Galapagos species to support the Theory of
that increase their ability Evolution by Natural Selection, choosing from:
to survive in their Students designs and  Tortoises
environment, including: evaluates investigations in  Iguanas
 Structural order to obtain primary and  Finches
adaptations secondary data and  Mockingbirds
 Physiological information BIO11/12-2  Frigatebirds
adaptations  Cormorants
 Behavioural  Boobies
adaptations  Seals and Sea Lions
 Whales
Learning intention:
 Dolphins
 To create a presentation explaining
structural, physiological and
HITS Collaborative Learning
behavioural adaptations
ICT Component/ formative assessment
Success criteria:
Students in a group of 3 will create a PowerPoint
 Students were able to distinguish
presentation (3 slides) explaining each adaptation. To
between the different types of
demonstrate understanding at least 3 animals are given as
adaptations
examples for each adaptations).
 Had a variety of animals for 1
adaptation
 Explained why these adaptations
were important to the animal
Platypus Parts National Geographic- Video Video
Students will answer the follow question on the Google Doc Platypus Parts National Geographic
provided:
What are the Structural adaptation Adaptation in Platypus worksheet
What are the Behavioural adaptation (original resource)
What are the Physiological adaptation

HITS Multiple Exposures


Numeracy component
Beaks As Tools: Selective Advantage in
Practical: Modelling Adaptations Changing Environments
Students will model different environmental conditions and
analyse different adaptions to seek out the advantages and Modelling Adaptation Practical worksheet
disadvantages. Students will also analyse and graph data (original rescource)
observed

Students investigate, HITS Questioning


through secondary Students develops and What is the Theory of Evolution by Natural Selection? – Interactive platform, can be Padlet or
sources, the evaluates questions and Class room discussion about what students might know Nearpod
observations and hypotheses for scientific already, create an interactive mind map
collection of data that investigation
were obtained by BIO11/12-1 HITS Explicit Teaching Video
Charles Darwin to Particular concepts about Natural Selection will be taught Natural Selection Crash Course
support the Theory of through direct teaching. Once all concepts have been
Evolution by Natural Students designs and introduced, a video will be played to summaries all key Natural selection fact sheet
Selection, for example: evaluates investigations in points.
 Finches of the order to obtain primary and Create google worksheets that go with the
Galapagos secondary data and Students design and conducts practical their own video. Keeping students engaged.
Islands information BIO11/12-2 investigation testing Darwin’s hypothesis. that seeds could
 Australian flora still germinate while being immersed in sea water Learning intentions:
and fauna Students communicates  Testing Darwin’s hypothesis on
scientific understanding Focus Points: seed germination
using suitable language and  posing hypotheses  Students are able to link
terminology for a specific  controlling variables experiment to the Theory of
audience or purpose  selection of appropriate technologies Evolution by Natural Selection
BIO11/12-7  the use of variables and experimental controls
 validity, reliability and accuracy
 calculation of means Success criteria:
 presentation of data using a range of formats,  Students have created a practical
digital technologies and appropriate media included all the focus points
 uncertainty and limitations in the data  Links abiotic and biotic factors to
the Theory of Evolution by Natural
Selection
 Explains why this type of
investigation is important to the
science world

Create an interactive platform where


students can share their results

Inquiry-based learning The work of Rosemary and Peter Grant on


Get students to find different articles explaining the Galapagos finches
importance of Finches in the Galapagos Islands and
present their findings to the class Learning intentions:
 To learn about Charles Darwin’s
theory of natural selection, using
his observation on Finches in the
Galapagos Islands

Success criteria:
 Students have identified why
Finches are important in
HITS Multiple Exposures understanding Natural Selection
 Specific traits have been explained

Inquiry-based learning
Students are requied to work in pairs and create a model
that represents natural selection. The model is freely up to
the students. Depending on the class size, the presentation
time will vary. Students will spend a lesson working on A marking criteria will be given as well as a
gathering information and 2 weeks to finalise it checklist.
Students will receive feedback
This will be assessed as part of a summative assessment.

As an example an interactive model will be shown. Link


below.
ICT Component
Interactive model of natural selection
https://phet.colorado.edu/en/simulation/natural-selection

Differentiation Teachers can provide a slightly scaffold practical worksheet, giving students a starting point to gather their thoughts. For each section
techniques have a starting sentence that students can continue, or have missing sections for students to fill out themselves.

Teachers can create problem-based learning activities

Theory of Evolution by Natural Selection (Module 3)


Inquiry question: What is the relationship between evolution and biodiversity?

Knowledge and Understanding Working Scientifically outcome Teaching and Learning Strategies Assessment Resources
content descriptors descriptors for learning

Students explain, using Students communicates scientific HITS Explicit Teaching


examples, how Darwin and understanding using suitable
Wallace’s Theory of Evolution by language and terminology for a Through direct teaching, explain the concepts of
Natural Selection accounts for: specific audience or purpose convergent & divergent evolution. Videos and worksheets
 Convergent evolution BIO11/12-7 For divergent evolution use Finches as a model. - Constructing tables
 Divergent evolution This will help teachers assess how much - Labelling
information has been retained from previous lesson - Explaining in own words

Example organisms:
Convergent
 Birds vs Bats
 Butterflies
 Sharks
 Dolphin

Divergent
 Finches
 Dogs
 Humans

HITS Collaborative Learning HyperDoc


(original resource)
In groups, students will work through the HyperDoc. Link
Students will note what they observe about the
organisms & suggest reasons for the differences & Students will be required to answer
similarities. questions on a Padlet and answer a
formative quiz in a Google form doc.
All links are provided and all students
have access to the interactive
platforms

Students communicates scientific HITS Explicit Teaching Animation will be utilised to illustrate
Students analyse how an understanding using suitable speciation in the Galapagos islands.
accumulation of language and terminology for a Define what microevolutionary changes is using
microevolutionary changes can specific audience or purpose specific examples. Can also include other animations
drive evolutionary changes and BIO11/12-7 such as:
speciation over time, for Concepts include: Speciation Mechanisms
example:  Mutation Founder Effect and speciation Anole
 Evolution of the horse  Migration Lizards: An Example of Speciation
 Evolution of the platypus  Genetic Drift Speciation: An Illustrated
 Natural selection Introduction

HITS Collaborative Learning


In groups of 2, students are to randomly pick one of
the concepts listed above and investigate the
evolutionary change. Specific examples are used
and presented to the class in 2 lessons time

This is a formative assessment. Feedback will be


given.

Learning intentions:
Inquiry-based learning  To study the evolutionary
Students are to find a case study on either the a change in either a horse or a
horse, or the platypus and write a research article platypus
analysing the following:
 First evidence of the organisms Success criteria:
 Changes to the original ancestor of the  Students have created a
organism research article that has
 Give examples of the organism at its explained changes in either a
current state and how these variations have horse or platypus
differed  Changes have been clearly
explained in relation to
microevolution

Students explain biological Students communicates scientific HITS Structuring Lessons


diversity in terms of the Theory of understanding using suitable Classroom discussion on Biological diversity, what
Evolution by Natural Selection by language and terminology for a it is and why it is important. The Origin of Life- article
examining the changes in and specific audience or purpose Discuss the Origin of Life
diversification of life since it first BIO11/12-7
appeared on the Earth Theories of Evolution:
Hand out article and get students to summaries
important concepts of each: Create an interactive platform that
 Miller-Urey Synthesis students can input their summaries
 Adaptive Radiation
 Extinction and Genetic Diversity
 Wegener: Plate Tectonics and Continental
Drift
Learning intention:
problem -based learning  Understanding that the
Group work evolution of life, there are
Create a timeline on the significant steps in the significant steps involved in
evolution of life the formation of life
For example Success criteria:
Wellcome Trust Tree of Life video Students have included the following
Wellcome Trust Tree of Life interactive in their timelines:
 Organic molecules
Mode of presentation is up to students  Cell membrane
 Prokaryotic heterotrophic
HITS Collaborative Learning cells
 prokaryotic autotrophic cells
 eukaryotic cells
 colonial organisms
Students will present their findings to the class  multicellular organisms
This is a formative assessment and feedback will
be provided

Based on student presentation, discuss concepts


student may have missed

Students explain how punctuated Students communicates scientific HITS Explicit Teaching Video
equilibrium is different from the understanding using suitable Define what equilibrium is? And how it differs from Understanding Evolution
gradual process of natural language and terminology for a punctuated equilibrium
selection specific audience or purpose Discuss punctuated equilibrium with examples
BIO11/12-7
Students construct a table to compare the
similarities and differences between punctuated
equilibrium & natural selection.
Students can use the information found here:
Understanding Evolution or can source their own
information

Differentiation When analysing microevolution an extension could allow students to consider the likelihood and characteristics of future
techniques speciation

Create a scaffold to encourage students who maybe disengaged in part-taking in the inquiry based learning activities.
Reflection and Evaluation

TEACHER: CLASS:

DATE UNIT COMMENCED: DATE UNIT CONCLUDED:

 Variations to program: (List additional resources and outline alternative strategies used.

 The most effective teaching/ learning strategies and resources in this unit were: (Please nominate 3 at least)

 Less effective teaching strategies and resources for this unit were: (Please nominate 2 at least)

TEACHER’S SIGNATURE_________________________________________

DATED____________________CHECKED________________________________
MODELLING ADAPTATIONS
Practical 1

Aim: Model how the camouflage can be advantageous or disadvantageous

Materials:

- PVC white glue


- Black Paper
- Plastic sleeve
- Toothpicks
- Scissors

Method:

1- Dip the toothpicks into the PVC white glue to create a polka dot effect on the
black paper.
2- Allow to dry
3- Cut a 2 cm strip from the black polka dot paper using the scissors.
4- Draw an animal of your choosing and then cut out
5- Place black polka dot paper in the plastic sleeve. Make sure 3 sides are taped
down, leaving one side open.
6- Place the cut out animal front facing (polka dot side) and notice how you
cannot find it (using structural adaption the animal is camouflaged into the
background)
7- Place the cut out animal back facing (black paper side) and notice how
compared to the polka dot side you can see the animal clearly.
8- Try it vice versa black being the dominate background and see which animal
has the advantage.

Practical 2

Aim: To model which beak size is better adapted at catching more prey

Materials:

‘Beaks’ ‘Prey’ ‘Environments’

- Tongs - Marshmallow - Sand


- Pegs - Snake lollies - Tub
- Chop sticks - Rubber band - Wire (10cms
- Tweezers - Confetti long)
- Forceps - Paper clips - Cup represents
- Forks the stomach
- Stopwatch
- Water
- Bowl

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17972853
Method:

Model 1

1- Using the wire, thread through a snake lolly followed by a marshmallow


alternately in that order. (This represents the prey)
2- Using a stopwatch, time 30 seconds
3- Each ‘beak’ will have 30 seconds to see how many marshmallow and snake
lollies can be removed from the wire and placed in the cup
4- Record the data observed in the table below and note which ‘beak’ was the
better option
5- Plot the data into a bar graph

Model 2

1- Fill the bowl with water to the top and scatter the confetti. (This represents the
prey)
2- Using a stop watch , time 30 seconds
3- Each ‘beak’ will have 30 seconds to see how many confetti pieces can be
grabbed.
4- Record the data observed in the table below and note which ‘beak’ was the
better option
5- Plot the data into a bar graph

Model 3

1- Fill the plastic tub half way with sand and scatter the rubber bands and paper
clips within the tub. (This represents the prey)
2- Using a stop watch, time 30 seconds
3- Each ‘beak’ will have 30 seconds to see how many rubber bands and paper
clips can be collected and placed in the cup
4- Record the data observed in the table below and note which ‘beak’ was the
better option
5- Plot the data into a bar graph

Results

Answer these questions in your workbooks

Which beak was the most advantageous in that environment and why?

Was one beak superior in all types of environments against different prey and why?

Graph using excel and compare the mean of each beak in collecting different prey.
What are the range of pray collected?

Eman Chami
17972853
Beak Wire Water Sand

Tongs

Pegs

Chop sticks

Tweezer

Forceps

Forks

Table 1: The tally of the number of prey collected in the duration of 30 seconds for each
environment using all beak types.

Eman Chami
17972853
ADAPTATION IN PLATYPUS

Structural adaptation: Physical Behavioural adaptation: Actions of an Physiological adaptation: Internal


features of an organism that enable organism that enable them to survive in and/or cellular features of an
them to survive in their environment their environment organism that enable them to survive
in their environment

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17972853
DIVERGENT AND CONVERGENT
EVOLUTION
Hyperdoc
CONVERGENT EVOLUTION

Explore Task

Click on the link below and complete task on the right In your group of 2 explore the data given and post an
answer to question 1 on the padlet link below

❏ Link 1

Background information Question 1

❏ What is evolution?
❏ Convergent vs divergent evolution
❏ What are homologous structures vs analogous Remember, if you provide a claim, make sure you back
structures it up by evidence

Remember to mention homologous and analogous


structures if they apply.

DIVERGENT EVOLUTION

Explore Task

Click on the link below and complete task on the right In your group of 2 explore the data given and post an
answer to question 1 on the padlet link below

❏ Link 1
Question 2

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17972853
Explain

Share your understanding HERE

Task: Putting it
all together Click HERE to see your
classmates responses

Eman Chami
17972853
Justification

This unit of work proposes to deliver an enhanced and engaging learning experience; adopting a student-
centred approach by developing teacher-student partnerships and designing instruction based on the student
approach to learning (Beckwith 1991). As noted by Day et al. (2004) "learning is best achieved by active
construction of knowledge in meaningful contexts" (p. 3). Consequently, it is beneficial for students, when real-
life scenarios and events are utilised during the introductory of each concept. Otherwise, "the learning process
occurs in isolation from a real and practical purpose" (Friedman et al. 2010, p.768). Envisioning a learning cycle
that connects students to learning about oneself and the world in which we exist in (Dewey 1966). Aristotle
believed in the same vision and taught that "we have to learn before we can do, we learn by doing'' (Aristotle
1984).

A fundamental goal for school teachers and beyond is to educate students to think critically. A study by Williams
and Worth (2003) has stated that success in the classroom is mediated by students' ability to develop critical
thinking skills; impacting student achievement overall. To think critically is defined as achieving understanding
through the evaluation of viewpoints to solve a problem. The act of thinking itself is considered an experience of
linking skills learned, to real-world applications (Friedman et al. 2010). Strategies implemented throughout the
unit of work to increase critical thinking included: inquiry-based learning and problem-based learning.

The interactive process of Inquiry-based learning (IBL) is defined as ‘‘a learning process which generates
interests, curiosities, and perspectives/experiences of the learner through questions" (Havasy 2001, p. 49).
However, asking questions is only a step in the IBL process, Dewey (1966) explains that thinking and learning
happen in a cycle process of asking, investigating, creating, discussing and reflecting. Furthermore,
understanding inquiry-based learning not only assist students to think critical, but it also facilitates memorisation,
by making concepts more clearly, utilising students internal processing. The best IBL guides students natural
curiosity and encourages students to strive for a better understanding of the process or concepts through the
proves of investigation and discovery (Havasy 2001, p. 49).

As a form of differentiation strategies, some students may find it a struggle to use IBL, as they need may require
a more structured questioning process. By incorporating problem-based learning (PBL) as the alternative
teaching strategy, students are still utilising a form of inquiry however, much more structured. Key elements to
consider in the PBL process include: 1) teacher creating a realistic, complex problem/question; 2) students have
insufficient prior knowledge in attempts to solve the problem on their own; 3) teachers role is to consult and
guide problem-solving processes, and 4) students collaboratively try and solve the problem (Altshuler and
Bosch 2003).

The inclusion of cross-curriculum is a crucial step in the teaching process, exposing students to the Aboriginal
and Torres Strait Islander cultures and traditions and way of life provides students with the opportunity to gain a
deeper appreciation and understanding of different worldviews. "This knowledge and understanding will enrich
all learners' ability to participate positively in the ongoing development of Australia through a deepening
knowledge and connection with the world's oldest continuous living cultures" (Australian Curriculum,
Assessment and Reporting Authority [ACARA] 2016, para. 3). In developing this unit of work, the key concept
Country/Place for Aboriginal and Torres Strait Islander was utilised in the form of a video on the Kakadu
National Park; bringing Aboriginal culture into real-life context for students.

High impact teaching strategies (HITS) have been implemented throughout the unit of work. These types of
strategies increase student chances to learn concepts and skills (Department of Education and Training
Melbourne 2017). However, HITS are only there as a suggestion; depending on the classroom setting and
student learning, HITS can be modified to suit the learning needs of all students.

Transforming teaching and learning through the incorporation of information, communication, and technology
(ICT) components. Learning is embedded in ICT (Sutherland et al. 2004) and, in an ever-changing world of
technologies, schools and teachers must ‘keep up'. Providing students with the best tools and resource, to
enhance learning and understanding as well as develop skills for the future. Children are social and vigorously
attentive learners, building on existing strengths from real-life situations. Hence, ICT components "need to build
knowledge, allow for individual differences, and provide for achievement, success, and progression" (Cullen
2015, para. 4).

Teachers need to use technology as a tool rather than competitors of time and engagement; throughout the unit
of work, the main type of formative assessment incorporated ICT components; in doing so, the classroom
adopted a student-led environment. This created a collaborative space, as students share ideas and concepts in
the form of small to larger group discussions. Removing the notion that teachers must ‘lecture' the knowledge to
students and, replacing it with the idea that teachers are there to meditate, support and supervise instead,
allows for students to gain ownership over their learning process. ICT developments create an atmosphere
which inspires students to do more with their learning and further their understanding; through ICT frameworks,
learning opportunities are endless.

A study conducted by Laal (2013) reforms the idea of a collaborative space, suggesting that when collaborative
learning takes place, students are more inclined to take responsible for their learning and the learning of others.
A shared end goal promotes a successful classroom community; students share resources, they help, support,
encourage and applaud each other's efforts to achieve better (Laal 2013). Collaboration was integrated into the
unit of work throughout the process of inquiry-based learning.

In conclusion, an enhanced unit of work is about incorporating the right teaching strategies and resources to suit
the learner itself. However, no matter the learner integrating ICT component and collaborate learning are key
elements to increase student awareness of learning. A major emphasis was the incorporation of inquire-based
learning as a means of formative assessment, and to get students excited about their learning.

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Reference list

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). Cross-curriculum priorities.
Retrieved August 29, 2018, from https://www.acara.edu.au/curriculum/cross-curriculum-priorities

Altshuler, S. A., & Bosch, L. A. (2003). Problem-based learning in social work education. Journal of Teaching in
Social Work, 23(2), 201-215. doi:10.1300/J067v23n01_13

Aristotle. (1984). Nicomachean ethics. In J. Barnes (Ed.), The complete works of Aristotle (Vol. 2). Princeton:
Princeton University Press.

Beckwith, J. B. (1991). Approaches to learning, their context and relationship to assessment performance.
Higher Education, 22(1), 17-30. doi: 10.1007/BF02351197

Cullen, M. (2015). How is interactive media changing the way children learn?. Education Technology Solution.
Retrieved August 28, 2018, from https://educationtechnologysolutions.com.au/2015/12/how-is-
interactive-media-changing-the-way-children-learn/

Day, J., Foley, J., Groeneweg, R., & van der Mast, C. (2004). Enhancing the classroom learning experience
with Web lectures. Georgia Institute of Technology, GVU Technical Report, 1-11. Retrieved from
http://hdl.handle.net/1853/65

Department of education and training Melbourne. (2017). High impact teaching strategies: Excellence in
teaching and learning. Retrieved from
https://www.education.vic.gov.au/documents/school/teachers/support/highimpactteachstrat.pdf

Dewey, J. (1966). Democracy and education: An introduction to the philosophy of education. New York, United
States of America: Free Press.

Friedman, D. B., Crews, T. B., Caicedo, J. M., Besley, J. C., Weinberg, J., & Freeman, M. L. (2010). An
exploration into inquiry-based learning by a multidisciplinary group of higher education faculty. Higher
Education, 59(6), 765-783. doi: 10.1007/s10734-009-9279-9

Havasy, R. A. D. (2001). Getting a clue. Education Week; Bethesda 21(10), 49. Retrieved from
https://www.ebsco.com

Laal, M. (2013). Collaborative learning; Elements, Procedia- Social and behavioural sciences, 83, 814-818. doi:
10.1016/j.sbspro.2013.06.153

NSW Education Standards Authority. (2017). Biology Stage 6 Syllabus [Ebook] (pp. 40-41). NSW. Retrieved
from http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-
science/biology-2017

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Sutherland, R., Armstrong, A., Barnes, S., Brawn, R., Breeze, N., Gall, M., … John, P. (2004). Transforming
teaching and learning: embedding ICT into everyday classroom practices. Journal of computer assisted
learning, 20(6), 413-425. doi:10.1111/j.1365-2729.2004.00104.x

Williams, R. L., & Worth, S. (2003). Thinking skills and work habits: Contributors to course performance. The
Journal of General Education, 51(3), 200-227. doi:10.1353/jge.2003.000

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