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102098 CONTEMPORARY TEACHER

LEADERSHIP

ASSESSMENT 1: REPORT
ABSTRACT:

This report aims to evaluate a Stage 5, Year 10 Science unit: “Evolution”. The
original program for this unit was designed for lower-ability classes at Merrylands
High School. The unit modification builds on developing students’ social emotional
skills, as well as promote inclusivity for students of all abilities and incorporate. The
recommendations made to the program, was made possible by utilising the
Understanding by Design (UbD) framework. The UbD framework encourages
changes to be made that ultimately benefit the student’s overall success. Literacy
and numeracy were among those targeted areas of improvement, the modification
also aligns with developing students: critical and creative thinking, ethical thinking
and personal and social capabilities. The development of sequenced learning
provided a means to redesign the program to suit a comprehensive class, that has
a range of diverse learning, students being Gifted and Talented (GaT) or EAL/D
students.

Eman Chami
17972853

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Table of Contents

EXECUTIVE SUMMARY ............................................................................................................................................ 2

Objective and Context ....................................................................................................................................................... 2


Goals ................................................................................................................................................................................. 3
Recommendations ............................................................................................................................................................ 3

BACKGROUND INFORMATION ................................................................................................................................. 4

COMPARATIVE TABLE .......................................................................................................................................... 5

REPORT OF RECOMMENDATION .......................................................................................................................... 8

RECONSTRUCTED UNIT....................................................................................................................................... 12

Scope and sequence ........................................................................................................................................................ 12


Concept map ................................................................................................................................................................... 13
Assessment task and marking criteria ............................................................................................................................ 14
Redesigned unit outline using UbD ................................................................................................................................. 16

REFERENCES ...................................................................................................................................................... 29

APPENDICES OF ORIGINAL DOCUMENTATION .................................................................................................... 32

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EXECUTIVE SUMMARY

Objective and Context

This report has been formulated for the Science faculty at Merrylands High School (HS), located in the
Western Sydney region. Merrylands HS is a dynamic, co-educational, comprehensive high school that has
streamed classes for Science throughout junior to senior years. Merrylands HS has an enriched diverse
population of students with “over 50 cultural backgrounds” (MySchool website, n.d, para. 2). Around 82%
of students in Merrylands HS are from a language background other than English (LBOTE), with 2% of
students identifying as Indigenous or Torres Strait Islander individuals. The school population has a higher
percentage of enrolments from boys with 55% compared to girls with 45%. In terms of the socioeconomic
status (SES) of the school, more than half of the school situated in the lowest quartile; 62% of families
forming this bottom quarter. A major contributor to this statistic is that approximately 16% of the student
population identifying as refugees and having ‘refugee-like experiences.

Originally, this program was designed to be taught in term 3 in a year 10 low ability Science classroom at
Merrylands High School. This class consisted primarily of students from a LBOTE, students who have
experienced refugee-like situations. With factors such as SES impacting the students understanding and
willingness to learn within the classroom. For the purpose of this report and its recommendations, the entire
unit of work will be modified including the summative assessment component and the scope and sequence
of when the unit will take place in the yearly calendar.

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Reference: Statistics and tables above are retrieved from the MySchool Website. Retrieved from:
https://www.myschool.edu.au/school/41568/profile/2018

Goals

- Increase scientific metalanguage and improve student’s literacy component in regard to formulating
a scientific report and utilising the PEEL paragraph model
- Address the numeracy concerns by incorporate working scientifically outcomes throughout the
students learning.
- Incorporating ICT components readily within the program in response to increasing students creative
and critical thinking
- With the help of ICT increase inquiry-based learning and focuses on aspects that encourage students
to work collaborative and problem-solve.
- Increase differentiation ensuring the success of all diverse learners.
- Be more flexible and encourage students to demonstrate their learning process through formative
assessment
- Create more meaningful and clear progression of learning through improved sequenced learning

Recommendations

The following recommendations will centre around inquiry-based learning (IBL) through the UbD framework,
which caters to the diverse learners within the classroom. Students will include, students with LBOTE, GaT,
as well as students for identify as Indigenous and/or Torres Strait Islander and those students who are
affected by lower SES. The unit will be taught in a comprehensive classroom of students with mixed academic
ability. IBL will provide a platform to increase literacy and numeracy components. Through IBL teachers will
be able to differentiate the work to suit all learning abilities and provide an inclusive learning unit. The

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recommendations will also utilise the UbD framework to improve the sequence and assessment component
of the unit

- Modification of the summative assessment from a topic test into a group project and a presentation
- Inclusion of formative assessment throughout the unit of work that reflect the summative
assessment
- Sequencing program increasing coherence between units of work and students learning progression
- Scaffolded activities that increase literacy and numeracy components
- Increase in collaborative tasks such as the inclusion of classroom debates, discussions and expert
groups to increase critical and creative thinking as well as ethical thinking capabilities.

BACKGROUND INFORMATION
This unit aims to teach the theories of evolution and explain the genetic variability and diversity amongst
different species. This unit aims to extend students' understanding of our world and its beginnings. The
principles of evolution also compare the works of Charles Darwin's theory of evolution by natural selection
and Jean Lamarck’s theory of inheritance of acquired characteristics. Concepts of variation, isolation and
selection within a population will allow students to understand natural selection and why it is the superior
theory of evolution. Students will investigate what causes natural selection in particular is the selection
pressures present in the environment. This topic also delves into the various types of fossils and the ways in
which we determine their age. Students will then be able to understand that ‘natural selection accounts for
the rise in pesticide resistance among agricultural pests.’ By understanding these accounts gives rise to new
technologies in response to protect crops from insects and disease. Students will understand that evolution
is the centre of advanced medicine as concepts such as adaptation and mutation inform scientists about
strategies in combating pathogens. This link to real world situations gives teachers the ability to use
evolution and its countless diverse examples to explain natural phenomena in everyday life. Students will be
able to make critical and informed decisions, which is a skill important to the 21st century workplace.

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COMPARATIVE TABLE

Area of Strengths of the area of Concerns of the area of Suggested Changes to Research support for the changes suggested.
consideration consideration consideration counteract concerns

Sufficient use of graphic No activities that Comprehension based Fang and Wei (2010) focuses on two key components: “teaching
organisers in particular, promote understanding activity reading comprehension strategies and building domain
Literacy was the use of mind maps of texts and reading - 5 dot-point knowledge to increase scientific literacy” (p. 263).
between the lines. summaries
Students should be able - Questions and Alvermann and Moore (1991) highlights that the “complex
to summarise and extract answers language of science requires, monitoring comprehension with
important information to explicit instruction in reading strategies” (p. 954). These
answer questions. strategies include; predicting, questioning, summarising, note
taking, and recognizing text structure

Metalanguage was No activities present that Structuring of a Sedita (2013) stresses the importance of students learning how
sufficiently present provide students with the paragraph to write emphasising on composing skills.
throughout the program necessary practice of how - PEEL paragraph
to construct an extended about their Beach & Friedrich (2006) highlights that the feedback the
response, which will be understanding of teacher gives to students is essential aspect to their learning to
needed for their evolution improve their overall writing.
formative assessment
component

Clock activity for mapping Does not provide any - Graphs, Kemp and Hogan (2000) highlight the importance of students
out evolution from a video, form of data analysis- interpreting and being able to find and interpret information. They label this “skill
Numeracy however, can be further based activities like understanding as strategic knowledge, which comes through problem-solving
improvement for graphs and tables to data and understanding language numeracy” (p. 10).
numeracy elements create or to answer - 3D timeline of
questions from. evolution Willis (1998) suggests that students become “knowledgeable,
flexible, reflective and critical” (p. 76) when teachers teach them
numeracy

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Relative and absolute Minimal numeracy-based - Calculating half- Wright and Chorin (1999) express that mathematics and science
dating practical contains activity is provided which life go hand in hand and it is crucial to have numeracy components
mathematical components does not provide - Venn Diagram throughout science, making it an indispensable source of
students with the skills to intellectual tools.
use formula and attempt
mathematical based
questions
Unit provides students Lacks problem-based Provide students with Brown and Lara (2011) have highlighted that collaboration in the
Critical and with an alternate model of questions and does not multiple opportunity to science classroom leads to success due to shared learning goals
Creative learning through, allow students to work work collaboratively,
Thinking simulations and interactive collaboratively. while increasing their Laal and Ghodsi (2012) have highlighted that collaboration is a
games problem-based and promising mode of human engagement that has become a
critical thinking twenty-first-century trend.

“The learners are responsible for one another's learning as well


as their own. Thus, the success of one learner helps other
students to be successful” (Gokhale, 1995, p. 22).
Unit allows for relevant Lack of activities that Increase hands on Hofstein and Lunetta (2004) highlights that the goals of science
and meaningful classroom promote inquiry-based practical activities: education are to engage the learner in the process of scientific
discussion, which builds learning or require critical - Students create inquiry
classroom community. or creative thinking. an experiment on
modelling Natural Smallhorn, Young, Hunter and Silva (2015) suggests that
Selection “learners benefit from experiencing the hands-on activities in
the laboratory making these activities vital for their
development as independent learners and as future
professionals” (p. 67)
Unit manages to Even though the unit has Jigsaw model: expert Anderson and Palmer (1988) effectively highlight that peer
Ethical incorporate an activity that an activity that highlights groups. Students will get motivation increases both student cognitive learning and
Understanding provides an example of the ethical understanding into groups and research affective growth. “The jigsaw approach requires students to
religious perspectives. it is basic in relation to one religious’ perspective apply cooperation skills, listening and speaking abilities, as well
the issues that arise as a on the theory of as general rules of courtesy” (p.59). Many positive results are
result of theory of evolution to get an achieved as students cooperate and motivate each other.
evolution. understanding of the
different religious Johnson, Johnson and Holubec (1993) discussed 5 principles for
perspectives- with an jigsaw strategy; positive interdependence, individual and group

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emphasis the idea of accountability, ethical understanding, interpersonal skills and
‘theory’ group processing.
Unit makes real-life Lack of a relevant Class debate: students Darby (2007) highlights that debates as a teaching and learning
connections. Bringing the modern-day example of will be placed in ‘for strategy helps to develop student competence in
learning out of the an unethical experiment evolution’ and ‘against communication, critical thinking and ethical understanding. It
textbook or study that relates to evolution’. requires the “students to prepare and present logical arguments,
evolution. while actively listen to various perspectives” (p. 1).

Brown (2015) states that “in-class debates to enhance their


theoretical understanding” (p.42).
Unit successfully The lack of formative Formative assessment Costa & Kallick (2008) stated that if teachers create a program
incorporates a summative assessment present will reflect the summative unit using UbD then the “capacity of students in understanding
Understanding assessment in the form of throughout the unit of assessment as it tracks the material will be stronger” (p. 94).
by Design a product that students work. This will help students’ progress and
produce. students grasp concepts understanding Wiggins and McTighe (2005), it is said that reversed design is a
as they move along the throughout the unit of task analysis that aims to remember the precious task to be
unit work. Teacher and peer fulfilled, in addition we can provide everyone the best stock.
reviews will provide
feedback to ensure Lee Hang & Bell (2015), “formative assessment involves
understanding communication between teachers and students, or between
students and students to gain meaningful learning together” (p.
765).

Unit successfully highlights The program lacks Concept map will give Almasaeid (2017) states that understanding the UbD model gives
the learning intentions and learning progression. students a sense of students the main objectives of the program. A well-planned
success criteria’s, by Concepts introduced at progression as they will unit of work allows for an effective unit target as students
labelling them the wrong sequenced paste it in their work achievements increase.
Uni/multistructural and time, confusing the books and use it as a
relational. Giving students students. reference for their Kinchin, Mollitis and Reiska (2019) expresses the importance of
levels of learning summative assessment concept maps as they have been shown to have a positive
and to check progress impact on the “quality of student learning, helping students to
connect ideas and develop a productive knowledge structure to
support future learning” (p.1).

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REPORT OF RECOMMENDATION

The original unit of work was focused solely on students’ ability to regurgitate information learnt with little
to no authentic learning aspects. Reconstructing this unit of work aims to consider the UbD framework to
promote differentiation, increase students’ general capabilities and encourage a higher level of engagement
through IBL. Creating a more comprehensive unit of work ensures students’ improvement in all aspects of
understanding and learning (ACARA, 2016).

As part of the reconstruction, authentic learning would be achieved through utilising the UbD framework as
McTighe and Wiggins (2012) state that the backwards mapping nature of UbD “encourages teachers... to
think like assessors before designing specific units and lessons” (p. 5). In doing so, units and lesson plans
reflect the desired results put in place by understanding the assessment requirements first. Thus, using the
UbD framework enables teachers to develop the skills required to achieve the final assessment, which
furthermore validates the targeted learning, creating a deeper understanding. Nevertheless, providing
students with opportunities to face challenging tasks via the UbD framework “promotes not only acquisition”
(p. 7), but gives students the ability to understand why it is important to acquire such knowledge and skills.
Thereby, students will be able to apply or transfer the gained knowledge in meaningful and professional
ways, moving students beyond the zone of proximal development (Vygotsky, 1978).

The unit of work was missing a concept map and the summative assessment did not highlight student’s
ability to think ethically or work on their creative thinking skills. By using the UbD framework as a lens when
looking at the original program it is easy to see that the unit of work was vague in many aspects and did not
provide the Science faculty with a clear progression. The modified unit aims to develop students academic
and engagement levels, as well as achieve the threshold concepts. Arguedas, Daradoumis and Xhafa (2016)
highlight the importance of providing clear timeframes as it provides teachers and students with instruction
and direction. Adodo (2013) further highlights that direction throughout a UbD unit is achieved when
students and teachers are provided with a scope and sequence. In the original unit the scope and sequence
had the year 10 students doing genetics in term 2, but then move on to chemical reactions instead of
evolution. As part of the modification students will be able to flow from genetics onto evolution more
efficiently which allows them with the means to grasp concepts instead of jumping between disciplines of
biology and chemistry. Another way to ensure direction through UbD is creating a concept map and to align
the scope and sequence to learning outcomes. A study by Kinchin, Mollitis and Reiska (2019) conveys that
the quality of student learning is dramatically increased when students are introduced to the concept map

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containing the threshold concepts. A clear and detailed concept map will help students connect ideas
effectively and provide them with logical direction, ensuring a productive knowledge structure which
supports effective student learning.

The main change within the unit of work is the addition of a formative assessment throughout and the
creation of a new summative assessment. By utilising backwards mapping of the assessment task, students
will find it more authentic to have a group project as a summative assessment instead of a topic test. The
reason for modifying the summative assessment into a group project ensures that the main objectives of the
program are relevancy and to achieve the academic outcomes. Furthermore, this will be advantageous for
students as it educates them on the transferable skills required for the 21st century (Florian & Zimmerman,
2015).

Considering that the UbD framework gives students a better outlook into understanding what is required of
them from the summative assessment, it is highly recommended for the inclusion of formative assessments
throughout the unit of work. Informal formative assessment tasks were included in the form of summaries
that students had to create after each threshold concept. These summaries informs the teacher of students’
ability in grasping concepts. Thin (2006) states that formative assessments actively contributes to meaningful
activities throughout the learning process. The chosen formative assessments were accompanied with
teacher and peers, spoken and written feedback. Hattie and Timperley (2007) highlight the importance of
giving feedback as it a major influencer on the quality of students learning process. Therefore, “teachers
have a vital role in increasing their students’ own ability in understanding the self-regulation process” (Al-
Bashir, Kabir & Rahman, 2016 p. 49), which occurs as a result of feedback. Furthermore, the formative
assessment strategy utilised by the UbD framework has been proven to adapt to the needs of the students
in accordance to the given topics; ensuring “students in understanding the materials will be stronger” (Costa
& Kallick, 2008 p. 94)

An important aspect of student learning is the ability to give students choice in what or how they learn. This
aspect of student choice falls under the notion of IBL. IBL is seen as a student-centred approach which allows
for more independence and provides a hands-on approach to learning, while students take ownership of
their learning and the learning of their fellow peers. A study by Dorier and Maaß (2012) define the
importance of IBL as the ability for an educator to create an environment which fosters critical thinking and
problem-solving skills. As such, the incorporation of IBL was a vital component of the program modification
process. For example, the implementation of activities in the form of jigsaw models, students design and

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implement an experiment of their own choosing and a class debate all pertain to fundamental aspects of
IBL. As stated by Wubbles, Den Brok, Van Tartwijk and Levy (2012), these collaborative activities allow for
the development of interpersonal relationships in a structured and supportive environment. The use of
interactive software, simulations and other online platforms such as Google classroom, Padlet, excel
spreadsheets, research articles and youtube were utilised as a means to promote student interest and
engagement.

Mukherjee (2012) states that the learning experience of students is greatly enhanced when teachers
incorporate technology within their teaching practices, in particular, this study found that the integration
of modern technologies should be a major feature of every science classroom. Furthermore, the effective
use of ICT based resources within the classroom assists students with diverse learning needs and develops
essential skills such as communication, critical thinking, representation of ideas and collaboration. The
development of these skills is what is required of new age 21st century learners especially in the field of
Scientific study (Campbell, Wang, Hsu, Duffy & Wolf, 2010).
In addition to the importance of utilising IBL within classroom, using IBL as a strategy for UbD offers a
systematic way of sequencing the unit of work to allow for an ease progression of the unit, through the IBL
lense. Instead of the traditional teaching and learning where threshold concepts are explicitly taught by
teacher and students focus their energy on retaining knowledge, it places the learning in the hands of the
students. This backwards mapping nature of lessons fits right in with the UbD framework allowing
students to grasp concepts before being explicitly taught.

The original program lacked sufficient emphasis on numeracy and literacy capabilities. After appropriate
adjustments to the unit, more relevant literacy and numeracy-based tasks were implemented. According to
recent NAPLAN results there is decline in results, particularly in literacy and writing for high school students.
As a result, it is crucial that students are provided with many opportunities to develop their skills in those
key areas. Hence, the addition of comprehension-based activities and structuring paragraphs were
incorporated into the program. As expressed by Alvermann and Moore (1991) “the complex language of
science requires, monitoring comprehension with explicit instruction in reading strategies” (p. 954).
Therefore, strategies such as predicting, questioning, summarising, note taking, and recognising text
structure were implemented as part of increasing students’ literacy skills. The original unit of work failed to
provide students with multiple exposure to improve their numeracy skills. As Wright and Chorin (1999)
highlight the notion that mathematics and science go hand in hand and it is crucial to have numeracy
components throughout science, making it an indispensable source of intellectual tools. Thus, the

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incorporation of numeracy activities such as creating venn diagrams, 3D timelines and graphing and
interpreting data can drastically improve students working scientifically skills.

To conclude, it is highly advantageous to take into consideration the following recommendations to enhance
students' quality of learning. Using the UbD framework through IBL creates an environment that is
encouraging with multiple exposure for students to gain the knowledge and skills required to succeed in
school and beyond. The notion of the bigger picture will ensure that all students are on board and aware of
the skills and outcomes they must achieve by the end of the unit. The collaborative nature of IBL is a
differentiation strategy giving students the ability to express their understanding in different forms and
giving the teacher the skills to keep students engaged with their learning; as students have ownership of
their learning.

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RECONSTRUCTED UNIT

Scope and sequence


Merrylands High School
Stage 5 Scope and Sequence – 2018
Term 2 (10 Weeks)

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Topic Electricity Nuclear Energy
Year 9 Outcomes SC5-10PW, SC5-11PW, SC5-4WS, SC5-6WS, SC5-7WS, SC5-9WS SC5-16CW, SC5-7WS, SC5-8WS,
Assessments Term 2 Test – Electricity

Topic Genetics Student Research Project (SRP)


Outcomes SC5-15LW, SC5-9WS, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS, SC5-9WS
SC5-6WS, SC5-8WS,
Year 10 SC5-7WS
Assessments SRP Report (Due week 10)
Term 2 Test Genetics / Experiment design

Term 3 (10 Weeks)

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Topic Nuclear Energy - continued Waves
Year 9 Outcomes SC5-16CW, SC5-7WS, SC5-8WS,
SC5-5WS, SC5-6WS, SC5-7WS, SC5-11PW
SC5-9WS
Assessments Nuclear Energy Debate – (Due week 3)
Term 3 Test (Nuclear Energy/Waves)

Topic Evolution Chemical Reactions


Year 10 Outcomes SC5-7WS, SC5-8WS, SC5-9WS, SC5-15LW SC5-9WS, SC5-7WS, SC5-16CW, SC5-17CW
Assessments Group project and presentation (Due week 5)
Term 3 test (Chemical Reactions/Evolution) Due week 9
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Concept map

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Assessment task and marking criteria

Merrylands High School


Science Department
Year 10
Assessment notification
Marks: 20% Group project task

Outcomes
LW4The theory of evolution by natural selection explains the diversity of living things and is supported by a range of
scientific evidence.

Students:
describe scientific evidence that present-day organisms have evolved from organisms in the past.
relate the fossil record to the age of the Earth and the time over which life has been evolving
explain, using examples, how natural selection relates to changes in a population
outline the roles of genes and environmental factors in the survival of organisms in a population

You are a new team of palaeontologists developing your research and designing skills to educate
the public about the concepts of evolution and present your findings in a presentation
Task details:
Now that you are in a group of 3 or 4, you are to develop and present a product of your choosing,
it could be a video, poster, museum exhibition, that explains the concepts of evolution. The oral
presentation must be 4-5mins long, further explaining your groups chosen product.
In teams of 3 to 4, you must divide up the research up amongst you, to model your overall
understanding. All relevant information must be present in your project including, Charles Darwin
and he’s research, evidence of evolution and the history of evolution.
Your final product/presentation must be professionally presented, easy to read and understand. It
must include both images and words to explain the concepts. You must demonstrate the ability to
engage the audience and express your ideas clearly.

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Marking Rubric
Criteria Developing Sound Accomplished Highly Accomplished
Presentation of Presents some of the Presents main points of Presents main points of Thoroughly and concisely presents
research points of introduction, introduction, hypotheses introduction, main points of introduction,
hypotheses or or propositions and hypotheses or hypotheses or propositions and
propositions and research methods in an propositions and research methods in a well-
research methods in an adequate manner research methods in an organized manner
unorganised manner organized manner

17-20 marks
0-9 marks
20 marks 10-12 marks 13-16 marks
Data analysis Identifies that data will Describes how data will be Describes how data will Describes how data will be
be collected and some collected and the sources be collected from collected from relevant, reliable
sources used relevant, reliable or and valid sources of data
Identifies a method Identifies some methods valid sources of data Describes the methods used to
used to represent data used to represent the data Describes some clearly represent the data
Identifies a method of collected methods used to collected
statistical analysis that Identifies a method of represent the data Describes the methods of
could be used in data statistical analysis that collected statistical analysis that would be
analysis would be suitable for the Describes a method of suitable for the types of data
data collected statistical analysis that collected
would be suitable for
the data collected 17-20 marks

20 marks 0-9 marks 10-12 marks


13-16 marks
Communicates Narration or answering Narration and answering Narration and Narration and answering of
scientifically – orally of questions indicates a of questions is adequate answering of questions questions is engaging, thorough
lack of understanding is adequate and adds to and adds greatly to the poster
of the process the poster presentation presentation

5 marks
0-4 marks 8-10 marks
10 marks 6-7marks
Communicates Not very visually Visual appeal is adequate, Visually appealing, not Overall visually appealing, not
scientifically – appealing, cluttered, somewhat cluttered, cluttered, colours and cluttered, colours and patterns
visually colours and patterns colours and patterns patterns support enhance readability.
hinder readability support readability. readability. Graphics are engaging and
Graphics are not Graphics refer to the text Graphics enhance the enhance the text
relevant to text Content is arranged so text Content is clearly arranged so that
Content arrangement is that the viewer can follow Content is arranged so the viewer can understand the
somewhat confusing it that the viewer can order without narration
and does not assist the follow the order
viewer in
understanding
6-7 marks 8-10 marks
10 marks 0-4 marks 5 marks

Teacher Feedback:

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Redesigned unit outline using UbD

Modification key
Literacy: Green Numeracy: Red Creative and critical Ethical thinking: Yellow UbD: Pink
thinking: Blue

Evolution | Stage 5 | Science 2018

Summary Duration
Students have learnt about adaptations in Year 7 and 8 and also in primary 5 weeks
school. In this unit, students will learn about evolution as a theory, focusing
on the evidence that supports evolution.

Assessment for learning


At the end of the unit, students will be required to attempt a topic test that
will cover all concept of evolution. This will be graded with a weight of 20%
towards the final mark
At the end of the unit, students will be required to produce a product (e.g.
poster, video, etc.) to explain evolution and the evidence that supports
evolution. Students will begin constructing their projects 3 weeks into the
program. To be successful at this, students will need to create summaries
after each section of the unit as formative assessment. These summaries
will need to be marked by the teacher (or peer marked) to ensure students
are on track in their understanding throughout the unit. Teachers and
students are to use the science writing feedback sheet to give feedback.

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Content LI & success criteria Teaching, learning and assessment Adjustments and extensions Registers
Introduction to topic (1 to 2 periods) Topic intro
Date:
 The class teacher to choose one or more of Initials
these videos to show the class to stimulate
students' existing knowledge and questions
about evolution:
 Fat Boy Slim, "Right Here Right Now" -
https://youtu.be/F7jSp2xmmEE
 Simpsons evolution -
https://youtu.be/F7jSp2xmmEE
 Teacher-led interactive Padlet mind map
activity. Students will identify their existing
knowledge about “what is evolution”.
Padlet: LINK
 Teacher to hand out the learning intentions
and success criteria and glossary to students.
 Student will also be given a concept map as a
point of reference throughout the program

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Content LI & success criteria Teaching, learning and assessment Adjustments and extensions Registers

Evolution LI and SC Evolution


official.docx Glossary.docx For the assessment, the teacher
is to choose the type of product
that students can create at the
 Teacher to that the assessment for evolution end of the unit. For a GAT class,
is a topic test weighing 20% the teacher may give the class
 Students will receive the assessment unlimited choices of products
notification and they will group up in a team (e.g. video, poster, museum
of 3-4 students. The following groups made exhibition). For other classes,
will be the same groups throughout the unit the teacher may restrict the
of work in regard to the formative choices (e.g. the class can
summaries’ students will be required to choose between a video or
make poster only). The key is for
students to make a meaningful
 To ignite interest and grab student’s attention,
product for an authentic
students will watch the following video from
audience
the show Futurama and answer questions on
‘theories of evolution’ in pairs.
 Futurama: A Clockwork Origin
https://www.dailymotion.com/video/x5cfzh
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Worksheet

Stage 5 - Processing and To understand the The theory of evolution (1 to 2 periods) Theory of
evolution
analysing data and different requirements Date:
 Display this quote on the board - "Evolution -
information of cultural/religious it's just a theory". Ask students what they Initials
perspectives to think people mean when they say that. Ask
scientific perspectives students what they think a theory is.
on origins of life on
Earth

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Uni/multistructural Science is not just
 Before introducing the idea of the ‘theory’ do a theory
WS7.1 Students process data and  I can describe at least a collaborative activity. Students in groups of 3 Date:

information by: 2 cultural or religious will receive an image of a pre-historic animal Initials
perspectives on the and as a group they have to identify the
a. selecting and using a variety origins of life on Earth modern-day animal and list the common
of methods to organise data features present in both which led to their
 I can define theory
and information including assumption. Students in groups will share Evolution timeline

diagrams, tables, models,


 I can recall that information gained with the classroom as a clock
History of life
scientific theories Date:
spreadsheets and databases Worksheet
need evidence
Initials
 I can recall that  Show students this video - "Why science is not
b. selecting and extracting cultural/religious just a theory" -
information from tables, flow perspectives do not https://youtu.be/1uzsuCFUQ68 . “What is
diagrams, other texts, audio- require evidence evolution”
visual resources and graphs, https://www.youtube.com/watch?v=GhHOjC4
including histograms and
oxh8&t=201s
Students to complete this worksheet
column, sector or line graphs
Dot point
summary
 Show students The Evolution of Life on Earth The controversy of evolution Date:
c. accessing data and video from ASAP science - The description of the Initials
information by using a range https://youtu.be/1uzsuCFUQ68. Students to cultural/religious perspectives
of appropriate digital work in pairs to annotate this clock template on the origin of life needs to be
to show the evolution of life on Earth modified according to your
technologies
class. For some classes, you may
Stage 5 - Communicating need to model how to write a
clock template to description as a whole class. For
show evolution.docx other classes, students can write
WS9 Students communicate by:
The controversy of evolution (1 to 2 periods) it individually.
a. selecting and using in
 Teacher to display this quote on the board -
presentations, for different "Evolution is the best known yet worst
purposes and contexts, understood of all scientific theories". Ask
appropriate text types

19
Content LI & success criteria Teaching, learning and assessment Adjustments and extensions Registers
including discussions, students why they think this is the case
explanations, expositions, through a classroom mind map.
procedures, recounts or  Divide students into small expert groups. Each
reports group is to present one cultural or religious
perspective on the origins of life on Earth after
b. selecting and constructing an researching a chosen perspective. The
appropriate table, type of presentation Students within their groups
diagram, table or graph must create a google doc and share it via
(histogram or sector, column
google classroom, they must include a 5-dot
point summary. Teachers can use the
or line graph) to present
following resources:
information and show
 http://www.bigmyth.com/2_eng_myths.htm
relationships clearly and
l
succinctly using digital
 http://www.skwirk.com/p-c_s-4_u-138_t-
technologies as appropriate
400_c-1405/creation-stories/nsw/creation-
stories/the-big-bang-and-our-universe/the-
d. proposing ideas that origin-of-the-universeh
demonstrate coherence and  As part of formative assessment, each
logical progression student will use the 5-dot point summaries
to write a PEEL paragraph describing one of
e. presenting scientific ideas and
the cultural/religious perspectives different
information for a particular to their groups option.
purpose, including
 PEEL Template
constructing evidence-based
arguments and using
appropriate scientific  To further ensure that students understand
the controversy around the theory of
language, conventions and
evolution, there will be a class debate.
representations for specific Students will be put into groups for evolution
and against evolution. Students will read an
20
Content LI & success criteria Teaching, learning and assessment Adjustments and extensions Registers
audiences (ACSIS174, ACSIS208) article and formulate their responses. Example
can include, unethical experiment or study
that relates to evolution.
 Article: Darwin, evolution and faith
Stage 5 - Living World To understand the Evidence for evolution (5 periods) GAT Evidence for
evolution
evidence supporting Students to use this website to Date:
 Lamarck VS Darwin teacher will provide
LW4 The theory of evolution by the theory of evolution extract information about the
students with a summary of both the theories Initials
Uni/multistructural evidence used to support
natural selection explains and a brief overview of their lives. Students
evolution -
the diversity of living things  Understands the will be required to work collaboratively to
http://evolution.berkeley.edu/e
difference between read the text and answer the questions.
and is supported by a volibrary/article/lines_01
Darwin and Lamarck
range of scientific evidence.  Summary worksheet with questions .Students can work in groups
theories of evolution
(ACSSU185)
 Students will be provided with a scaffold for a where each group looks at one
 I can describe the category of evidence to support
Students: Venn diagram and they will be required to
following evidence evolution and then present it to
work individually to identify the similarities
a. describe scientific evidence for evolution: the class.
and differences between the two theories.
that present-day organisms
-comparative anatomy  Venn diagram
have evolved from organisms -biogeography
in the past -comparative  Teacher to use this presentation to go through Adjustment
embryology evidence for evolution (stop at the types of Teacher will use the following
Stage 5 - Processing and fossils) the two differing theories of evolution video to further students
Relational
analysing data and understanding of the topic.
information  I can use comparative  Lamarck VS Darwin PPT
Student will write 5 summary
anatomy, dot-points on the video
WS7.1 Students process data and
biogeography and VIDEO LINK:
 Use this online activity to go through the
comparative https://www.youtube.com/wat
information by: evidence for evolution (you can select from
embryology to ch?v=dfsUz2O2jww
explain evolution of the contents) -
b. selecting and extracting
life on Earth http://www.bbc.co.uk/schools/gcsebitesize/sc
information from tables, flow ience/edexcel/classification_inheritance/evolu
diagrams, other texts, tionact.shtml . This can be done individually, in

21
Content LI & success criteria Teaching, learning and assessment Adjustments and extensions Registers
audiovisual resources and small groups guided by the teacher on the IWB
graphs, including histograms or as a whole class, branching out into a
classroom discussion
and column, sector or line
Summary –
graphs  Students to write a summary to describe the evidence for
evidence for evolution. Depending on the evolution
Stage 5 - Communicating class, this can be modelled by the teacher or Date:

done in small groups or individually. The key Initials


WS9 Students communicate by: aspect is to give students feedback on their
writing.
a. selecting and using in
presentations, for different
 To introduce evidence of evolution there will
be a research task, as teacher will assign
purposes and contexts,
expert groups. These expert groups will give
appropriate text types the students an opportunity to do some
including discussions, research about the signed topic and present
explanations, expositions, their findings to the class. 5-6 students per
procedures, recounts or group and the three topics include:
reports  comparative anatomy

b. selecting and constructing an  biogeography


appropriate table, type of  comparative embryology
diagram, table or graph  Teacher will provide students with a fact sheet
(histogram or sector, column to get students started
or line graph) to present  Worksheet
information and show
 Part of formative assessment, students will
relationships clearly and research and produce a summary presentation
succinctly using digital to be shared via Google classroom. This will be
technologies as appropriate peer assessed.
 Peer assessment sheet

22
Content LI & success criteria Teaching, learning and assessment Adjustments and extensions Registers
e. presenting scientific ideas and  To further student’s knowledge teacher will
information for a particular encourage classroom discussion by using the
following PowerPoint presentation and
purpose, including
students will be required to write in their
constructing evidence-based
workbooks
arguments and using
 Evidence of evolution PPT
appropriate scientific
language, conventions and
representations for specific
audiences (ACSIS174, ACSIS208)

Comparative Embryology
 Prac activity- students will pair up and work
through a worksheet to correctly identify and
evaluate vertebrate embryological stages.
 Prac worksheet

Comparative Anatomy
 Students will work collaboratively to answer
the questions on the worksheet
 Worksheet

 Working in their groups, students will use this


time to start their product and work on their
presentation
Stage 5 - Living World To understand how Fossils (5 - 7 periods) Types of fossils
Formation of
fossils form and how fossils
Date:

23
fossils provide  Students to use these interactive activities to Initials
LW4 The theory of evolution by evidence for evolution learn about types of fossils and how fossils are
and the age of the
natural selection explains formed -
Earth
the diversity of living things http://www.pbslearningmedia.org/resource/e
Uni/multistructural ss05.sci.ess.earthsys.fossiltype/types-of-
and is supported by a
 I can describe how fossils/. Teachers to guide students in making
range of scientific evidence.
different types of notes to describe different types of fossils and
(ACSSU185) Fossil making prac
fossils are formed how fossils are formed. Date:
Students:
 I can follow  Teacher will accompany a PowerPoint Initials
a. describe scientific evidence instructions to create presentation of the types of fossils
that present-day organisms a model of a fossil  Type of fossils PPT
have evolved from organisms  I can recall the age of  Prac activity - students to make a model fossil.
in the past the Earth The class can use this amber fossil activity Absolute dating
Relational sheet or make another model fossil prac
b. relate the fossil record to the Date:
age of the Earth and the time  I can use relative Initials
over which life has been dating to infer the
fossil amber Relative dating
evolving age of a fossil experiment.doc prac
Date:
Stage 5 - Conducting  I can use comparative  Students do prac activity with M&M's to
investigations dating to infer the model absolute dating Initials

WS6 Students conduct age of a fossil Fossil summary


Date:
investigations by:
chocolate Initials
a. individually and radioisotopes.doc

collaboratively using
 Teacher to use a dessert to model relative
appropriate investigation dating and fossil layers accompanied with a
methods, including fieldwork PowerPoint Presentation (refer to this
and laboratory worksheet)
experimentation, to collect
reliable data (ACSIS165,
dessert model
ACSIS199) relative dating.docx

24
Content LI & success criteria Teaching, learning and assessment Adjustments and extensions Registers
e. reporting data and  Fossil layers PPT
information, evidence and
findings, with accuracy and  Students will work in groups of 3 to read the
honesty article on how dating fossils in rocks gives us a
Stage 5 - Communicating timeline of human evolution
 Dating fossil Article

WS9 Students communicate by:


 Students will then work in the same groups
a. selecting and using in and use the article to create a 3D timeline of
presentations, for different human evolution. Helpful links to help
purposes and contexts, students create the 3D timeline include:
appropriate text types - https://www.cpalms.org/Public/PreviewRe
including discussions, sourceLesson/Preview/129144
explanations, expositions,
- https://www.pbslearningmedia.org/resour
procedures, recounts or
ce/tdc02.sci.life.evo.lp_evohist/the-
reports history-of-the-theory-of-
evolution/#.XV0hQJMzaRs
d. proposing ideas that
demonstrate coherence and - https://evolution.berkeley.edu/evolibrary/
logical progression article/lines_01

e. presenting scientific ideas and  Students to individually write a summary on


how fossils form, types of fossils and how
information for a particular
fossils provide evidence for evolution and the
purpose, including
age of the Earth as part of their formative
constructing evidence-based assessment
arguments and using
appropriate scientific
language, conventions and

25
Content LI & success criteria Teaching, learning and assessment Adjustments and extensions Registers
representations for specific
audiences (ACSIS174, ACSIS208)

Stage 5 - Living World To understand how Natural selection (4 - 5 periods) Natural selection
Date:
natural selection is a  Students to play this game to learn about Initials
LW4 The theory of evolution by mechanism for natural selection –
evolution
natural selection explains  https://phet.colorado.edu/en/simulation/natu
Uni/multistructural
the diversity of living things ral-selection
 I can define natural
and is supported by a
selection  Students to do this prac activity on toothpick
range of scientific evidence. birds to model natural selection
(ACSSU185)  I can use a model to
describe natural  Prac activity: as a form of inquiry, students will
Students:
selection work collaboratively to model natural
c. explain, using examples, how selection. Students will design and implement
 I can outline what
natural selection relates to model. Students will also be required to
occurred to the Natural selection
changes in a population, eg in
collect data. Class data will be gathered on
Peppered moths and prac
Excel spreadsheet and graphed based on Date:
the development of resistance why they are average results
of bacteria to antibiotics and important for natural Initials

selection  Students will progress through the


insects to pesticides
information and summarise the main points
 I can outline the role
d. outline the roles of genes and and link it back to natural selection. Students
of genes and
environmental factors in the can also attempt the simulation to further
environmental factors their understanding and visualize the
survival of organisms in a in natural selection information provided regarding peppered
population
Relational moths
Stage 5 - Communicating  I can explain how  http://peppermoths.weebly.com/
natural selection can  Teacher will accompany the previous activity
drive evolution
with a PowerPoint presentation on natural
Extended abstract

26
selection including variation, speciation and
 I can use natural
WS9 Students communicate by: antibiotic resistance
selection to explain
antibiotic resistance  Natural selection PPT
a. selecting and using in
in bacteria
presentations, for different  Natural selection: lizard activity PPT
purposes and contexts,
appropriate text types  As a formative assessment, students will be
including discussions, required to attempt a quiz that explains how
explanations, expositions, natural selection is a mechanism for evolution
procedures, recounts or  Quiz test
reports

b. selecting and constructing an


appropriate table, type of
diagram, table or graph
(histogram or sector, column
or line graph) to present
information and show
relationships clearly and
succinctly using digital
technologies as appropriate

d. proposing ideas that


demonstrate coherence and
logical progression

e. presenting scientific ideas and


information for a particular
purpose, including
constructing evidence-based

27
Content LI & success criteria Teaching, learning and assessment Adjustments and extensions Registers
arguments and using
appropriate scientific
language, conventions and
representations for specific
audiences (ACSIS174, ACSIS208)

Conclusion Topic conclusion


Date:
 Working in their groups, students will use this Initials
time to finalise their product and work on
their presentation which shows their
understanding of the unit
 Students can also do one or more of these
activities to revise and demonstrate what they
have learnt

evolution Evolution maze.docx


crossword.docx

Evolution
findaword.docx

28
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31
APPENDICES OF ORIGINAL DOCUMENTATION

Appendix a- original scope and sequence

Merrylands High School


Stage 5 Scope and Sequence – 2019
Term 1 (11 Weeks)

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
Topic The Search for Better Health Human Impacts
Outcomes SC5-1VA, SC5-2VA, SC5-14LW, SC5-7WS, SC5-9WS, SC5-3VA SC5-1VA, SC5-2VA, SC5-3VA, SC5-4WS, SC5-5WS
Year 9
Assessments Health Fact sheet (Due week 5)
Term 1 Test – The Search for better Health / Human Impacts (Due week 9)

Topic Jump in my car Genetics


Outcomes SC5-1VA, SC5-6WS, SC5-7WS, SC5-9WS, SC5-10PW SC5-15LW, SC5-9WS, SC5-6WS, SC5-8WS,
Year 10 SC5-7WS
Assessments Balloon Powered Car Report (Due week 6)
Term 1 Test – Jump in my car (Due week 7)

Term 2 (10 Weeks)

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Topic Electricity Nuclear Energy
Year 9 Outcomes SC5-10PW, SC5-11PW, SC5-4WS, SC5-6WS, SC5-7WS, SC5-9WS SC5-16CW, SC5-7WS, SC5-8WS,
Assessments Term 2 Test – Electricity

Topic Genetics Student Research Project (SRP)


Year 10 Outcomes SC5-15LW, SC5-9WS, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS, SC5-9WS
SC5-6WS, SC5-8WS,
SC5-7WS

32
Assessments SRP Report (Due week 10)
Term 2 Test Genetics / Experiment design

Merrylands High School


Stage 5 Scope and Sequence – 2019

Term 3 (10 Weeks)

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Topic Nuclear Energy - continued Waves
Year 9 Outcomes SC5-16CW, SC5-7WS, SC5-8WS,
SC5-5WS, SC5-6WS, SC5-7WS, SC5-11PW
SC5-9WS
Assessments Nuclear Energy Debate – (Due week 3)
Term 3 Test (Nuclear Energy/Waves)

Topic Chemical Reactions Evolution


Year 10 Outcomes SC5-9WS, SC5-7WS, SC5-16CW, SC5-17CW SC5-7WS, SC5-8WS, SC5-9WS, SC5-15LW
Assessments Topic Test (Chemical Reactions) Due week 5
Topic Test (Evolution) Due Week 9

Term 4 (10 Weeks)

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Topic Natural Disasters
Year 9 Outcomes SC5-12ES, SC5-4WS, SC5-7WS, SC5-6WS, SC5-9WS, SC5-8WS Swim School
Assessments Term 4 Test (Natural Disasters) – Due week 6/7

Topic The Universe


Year 10 Outcomes SC5-12ES, SC5-7WS, SC5-9WS Swim School
Assessments Term 4 Test (The Universe) Due week 6/7

33
Appendix b- original assessment and marking criteria

YEAR 10 SCIENCE
TOPIC TEST
Evolution

General Instructions Total marks – 75

 Working time 60 minutes Part A – Multiple Choice 10

 Write using blue or black pen Part B –Short Answer Questions 47

 You may use a pencil to draw or Part C – Match the following 10


complete diagrams
Part D –True or False Questions 8
 Attempt ALL questions

34
PART A: MULTIPLE CHOICE
(1 mark each)
1. Identify the type of model you get from a cast and a mould (1 mark)
a) 2D
b) 3D
c) Both

2. Comparative anatomy data have been used as evidence for evolution. Anatomical analysis shows:
a) That plants and animals have ancestors with similar body structures
b) That the forelimbs of different vertebrates are based on a common ancestral structure
c) That the embryos of fish are similar to those of all other marine organism
d) That whales, seals and squid all share a common ancestor

3. What is the meaning of the term ‘evolution’?


a) To change as genes change
b) A gradual change over time
c) To adapt to ones’ surroundings
d) To change as mutations occur

4. How does Darwin’s theory contribute to scientific understanding?


a) It provides an explanation of the cell theory
b) It provides an explanation of Mendelian genetics
c) It provides a process by which evolution can occur
d) It provides a process for inheriting acquired characteristics

5. Consider this statement: “Organisms are able to survive well in an environment pass on their characteristics
to more offspring’s and these characteristics become more common”.

What theory does this statement allude to?


a) The theory of adaptation
b) The theory of genetic modification
c) The theory of natural selection
d) The theory of acquired characteristics

6. A feature of a carbon imprint is


a) You can create a 3D model
b) Provides great detail of the fossil
c) Is a body fossil

7. Which of the following is not an example of a fossil?


a) An insect from the Jurassic period trapped in amber
b) A cast of a dinosaur footprint
c) Petrified wood
d) A sample of sandstone from the cretaceous period

35
8. The cross-section shows widely separated outcrops of rock layers at locations X and Y.

Which rock layer is the oldest?


a) Green shale
b) Grey siltstone
c) Tan limestone
d) Unconsolidated glacial deposits

9. Anti-biotic resistance is a form of evolution


a) True
b) False

10. Amino acids were vital for which theory


a) Theory of acquired characteristics
b) Theory of natural selection

36
PART B: SHORT ANSWER QUESTIONS
11. Explain the difference between cast and a mould and identify the type of model you would get from these
fossils (3 marks)

12. List the two types of fossils and explain how each one is found (3 marks)

13. List the three types of process required for natural selection to occur and provide an example for each ((6
marks)

37
14. Explain what is an amber and why do trees form it (2 marks)

15. Explain the concept of relative dating of fossils (2 marks)

16. Define the term variation and provide 1 example (3 marks)

17. Discuss all pieces of evidence to prove the theory of evolution by natural selection (8 marks)

38
18. Analyse and explain what is happening in this image, make sure you provide specific examples of each (6
marks)

39
19. Discuss the story of the peppered moth and explain what type of natural selection process (4 marks)

20. Explain the concept of ‘survival of the fittest’ and provide examples. (4 marks)

40
21. The diagram shows natural selection in a bacterial population.

Using the information in the diagram, explain how the process of natural selection has occurred and
what we as future generations should do to ensure we stop the process of anti-biotic resistance (6 marks)

41
PART C: MATCH THE FOLLOWING
(1 mark each)

22. Match the following vocabulary words to their meanings

___ 1. Remnants or traces of an organism of a past geologic age, such A. Comparative


as a skeleton or a leaf imprint, embedded and preserved in the anatomy
earth's crust B. Finches
___ 2. The study of the distribution of species throughout the planet C. Comparative
Earth embryology
___ 3. The study of similarities and differences in the anatomy of D. Fossils
different species E. Evolution
___ 4. Compares and contrasts embryos of different species F. Camouflage
___ 5. Studies the structure and function of genes at a molecular level G. Biodiversity
___ 6. Refers to morphological and behavioural changes, the change in H. Molecular
allele frequency over time in that population of organisms genetics
___ 7. Changes of species over time I. Pentadactyl limbs
___ 8. A rich variety of living things J. Biogeography
___ 9. An example of adaptation K. Observed
___ 10. An example for homologous structures evolutionary
change

PART D: TRUE OR FALSE


(1 mark each)
23. According to Darwin’s Theory of Evolution a population can change over time due to environmental
pressures. T/F

24. Reptiles are believed to be one of the first organisms to experience evolution. T/F

25. The wings of birds and insects are an example of homologous structures. T/F

26. Small population size has little or no effect on the evolution of a species. T/F

27. Variation among individuals within a species is important of evolution. T/F

28. Two of the most important factors that determine the direction of evolution is survival and
reproduction. T/F

29. A species evolves because individuals want to. T/F

30. The coccyx (tailbone) and appendix are both examples of vestigial organs in humans. T/F

42
MARKING CRITERIA: EVOLUTION TOPIC TEST
MCQ’s (1 mark each)

Q1. B
Q2. B
Q3. B
Q4. C
Q5. C
Q6. B
Q7. D
Q8. B
Q9. A
Q10. B

SAQ’s
Q11. (3 marks)
-A cast fossil is formed when an organism dies, and sediment fills it. 1 mark
-A mould fossil is formed when an organism dies and creates a hollow space 1 mark
-Identifies that mould is 2D and cast is 3D 1 mark

Q12. (3 marks)
-Trace fossils are details preserved in rocks 1 mark
-Body fossils are hard parts of organisms left behind 1 mark
-Explains how each one is found. 1 mark

Q13.
-identifies variations within a species 1 mark
-provides the example of peppered moths 1 mark
-identifies isolation and competition 1 mark
-provides the example of continental drift 1 mark
-identifies selection and speciation 1 mark
-provides the example of Darwin's finches 1 mark

Q14. (2 marks)
-Amber is fossilised tree resin 1 mark
-Trees produce tree resin as a form of protection, this tree resin under the right conditions and when
mixed with sediments and soil can form amber.
1 mark

Q15. (2 marks)
-Explains that relative dating is when the ages of layers of rock are calculated to give the rough age of a
fossil. Must also state that it is not entirely accurate.
2 marks
Q16.
-defines variations within species as a difference in traits expressed by that particular species.
1 mark
-provides the example of different coloured insects 1 mark

43
Q17.
-identifies and explains that comparative anatomy is the study that compares the structures of organisms.
1 mark
-provides the example of homologous structures 1 mark
-identifies and explains that comparative embryology is the comparison of the developmental stages of
different species 1 mark
-provides the example of gills and tails in embryos 1 mark
-identifies and explains that molecular biology is the study in DNA, proteins and gene similarities.
1 mark
-provides an example of the amino acids of humans and chimpanzees 1 mark
-identifies and explains that biogeography studies distributions of plants and animals
1 mark
-provides the example of fossils and Gondwana land 1 mark

Q18.
-correctly identifies that the first image is Lamarck’s theory 1 mark
-mentions no extinction as part of Lamarck’s theory 1 mark
-identifies Lamarck’s Theory of acquired characteristics 1 mark

-correctly identifies that the second image is Darwin's theory 1 mark


-mentions that extinction was part of Darwin's theory 1 mark
-identifies Darwin's Theory of natural selection 1 mark

Q19.

-mentions pre and post-industrial revolution and the increase in smoke caused the peppered moths to
change colour
2 marks
-mentions that, that change in environmental factors changed the way birds eat. White background (pre)
meant that black moths were less than white as a result of camouflage. Black background (post) meant
that white moths were less.
2 marks
Q20.
-identifies that survival of the fitness is a measure of an organism’s ability to survive and reproduce in its
specific environment.
2 marks
-identifies examples that resulted in extinction 2 marks

Q21.
-identifies that antibiotic-resistant bacteria occurred primarily as the result of mutations.
2 marks
-When exposed to antibiotics, most bacteria die quickly, but some may have mutations that make them
slightly less susceptible. 2 marks
-Surviving bacteria will then reproduce again making the new population resistance against the antibiotic.
2 marks

44
Match the following (1 mark each)

1=D
2=J
3=A
4=C
5=H
6=K
7=E
8=G
9=F
10= I

True or false (1 mark each)

Q23. True

Q24. False

Q25. False

Q26. False

Q27. True

Q28. True

Q29. False

Q30. True

45
Appendix C- original unit of work

Evolution | Stage 5 | Science 2017

Teacher: ………………………………………. Class: …………………………………..

Summary Duration
Students have learnt about adaptations in Year 7 and 8 and also in 5 weeks
primary school. In this unit, students will learn about evolution as a
theory, focussing on the evidence that supports evolution.
Assessment for learning
At the end of the unit, students will be required to attempt a topic
test that will cover all concept of evolution. This will be graded with
a weight of 20% towards the final mark

46
Outcomes Overarching ideas General capabilities
Science K-10 Evolution is the best known yet worst Critical and creative thinking
understood of all scientific theories. Ethical understanding
› SC5-7WS processes, analyses and evaluates Evolution is also one of the most ICT capability
data from first-hand investigations and controversial scientific theories discussed in Literacy
secondary sources to develop evidence-based the community and in the media. In this Numeracy
arguments and conclusions unit, students will learn about the scientific Personal and social capability
aspects of evolution, focusing on the
› SC5-8WS applies scientific understanding and evidence needed to make evolution, or any
critical thinking skills to suggest possible scientific theory, a theory.
solutions to identified problems

› SC5-9WS presents science ideas and evidence


for a particular purpose and to a specific
audience, using appropriate scientific language,
conventions and representations

› SC5-15LW explains how biological


understanding has advanced through scientific
discoveries, technological developments and
the needs of society

Vocabulary
absolute dating, adaptation, biogeography, comparative anatomy, comparative embryology, Darwin, evolution, extinction, fossil, fossil record, half life,
homologous structure, law of superposition, natural selection, radioactive dating, species, theory, trace fossil, transitional fossil

47
Content LI & success criteria Teaching, learning and Adjustments and Registers
assessment extensions
Introduction to topic (1 to 2 Topic intro
Date:
periods)
Initials
 The class teacher to choose
one or more of these
videos to show the class to
stimulate students' existing
knowledge and questions
about evolution:
 Fat Boy Slim, "Right Here
Right Now" -
https://youtu.be/F7jSp2x
mmEE
 Simpsons evolution -
https://youtu.be/F7jSp2x
mmEE
 Teacher-led interactive
Padlet mind map activity.
Students will identify their
existing knowledge about
“what is evolution”.
Padlet: LINK
 Teacher to hand out the
learning intentions and
success criteria and
glossary to students.

48
Content LI & success criteria Teaching, learning and Adjustments and Registers
assessment extensions

Evolution LI and SC
official.docx

Evolution
Glossary.docx

 Teacher to that the


assessment for evolution is
a topic test weighing 20%
Stage 5 - Processing and analysing To understand the The controversy of evolution The controversy of Controversy of evolution
Date:
data and information different requirements of (1 to 2 periods) evolution
cultural/religious The description of the Initials
 Teacher to display this
WS7.1 Students process data and perspectives to scientific cultural/religious
quote on the board -
perspectives on origins of perspectives on the origin of
information by: "Evolution is the best
life on Earth life needs to be modified
known yet worst
a. selecting and using a variety of Uni/multistructural understood of all scientific according to your class. For
methods to organise data and some classes, you may need
 I can describe at least 2 theories". Ask students
to model how to write a
information including diagrams, cultural or religious why they think this is the
description as a whole class.
tables, models, spreadsheets and perspectives on the case.
For other classes, students
databases
origins of life on Earth  Divide students into small can write it individually.
 I can define theory groups. Each group is to
b. selecting and extracting information
present one cultural or
from tables, flow diagrams, other
 I can recall that scientific
religious perspective on the
theories need evidence
texts, audio-visual resources and origins of life on Earth.
graphs, including histograms and  I can recall that Teachers can use the
cultural/religious following resources:
column, sector or line graphs
Dot point summary

49
Content LI & success criteria Teaching, learning and Adjustments and Registers
assessment extensions
Date:
c. accessing data and information by perspectives do not  http://www.bigmyth.com
using a range of appropriate digital require evidence /2_eng_myths.html Initials

technologies  http://www.skwirk.com/
p-c_s-4_u-138_t-400_c-
Stage 5 - Communicating
1405/creation-
stories/nsw/creation-
WS9 Students communicate by: stories/the-big-bang-and-
Science is not just a theory
our-universe/the-origin-
a. selecting and using in presentations, Date:
of-the-universe
for different purposes and contexts, Initials
The theory of evolution (1 to
appropriate text types including
2 periods)
discussions, explanations, expositions,
procedures, recounts or reports
 Display this quote on the
board - "Evolution - it's just Evolution timeline as a clock
History of life
b. selecting and constructing an a theory". Ask students Date:
appropriate table, type of diagram, what they think people
Initials
table or graph (histogram or sector, mean when they say that.
Ask students what they
column or line graph) to present
think a theory is.
information and show relationships
 Show students this video -
clearly and succinctly using digital
"Why science is not just a
technologies as appropriate
theory" -
d. proposing ideas that demonstrate https://youtu.be/1uzsuCFU
coherence and logical progression
Q68 . Students to complete
this worksheet

e. presenting scientific ideas and


Science is not just a
information for a particular purpose, theory.docx

50
Content LI & success criteria Teaching, learning and Adjustments and Registers
assessment extensions
including constructing evidence-based  Show students The
arguments and using appropriate Evolution of Life on Earth
scientific language, conventions and video from ASAP science -
representations for specific audiences https://youtu.be/1uzsuCFU
Q68. Students to work in
(ACSIS174, ACSIS208)
pairs to annotate this clock
template to show the
evolution of life on Earth

clock template to
show evolution.docx

or complete this worksheet

History of life on
Earth asap video worksheet.docx

Stage 5 - Living World To understand the Evidence for evolution (3 - 4 GAT Evidence for evolution
Date:
evidence supporting the periods) Students to use this website
theory of evolution to extract information about Initials
LW4 The theory of evolution by natural  Teacher to use this
Uni/multistructural
selection explains the diversity of presentation to go through the evidence used to
support evolution -
living things and is supported by a  I can describe the evidence for evolution
following evidence for (stop at the types of fossils) http://evolution.berkeley.e
range of scientific evidence. du/evolibrary/article/lines_
(ACSSU185) evolution:
01 .Students can work in
Students: -comparative anatomy groups where each group
Evidence for
-biogeography evolution.pptx looks at one category of
-comparative embryology evidence to support
Relational
51
Content LI & success criteria Teaching, learning and Adjustments and Registers
assessment extensions
evolution and then present
a. describe scientific evidence that  I can use comparative  Use this online activity to
it to the class.
present-day organisms have evolved anatomy, biogeography go through the evidence
and comparative for evolution (you can
from organisms in the past
embryology to explain select from the contents) -
Stage 5 - Processing and analysing evolution of life on Earth http://www.bbc.co.uk/sch
data and information ools/gcsebitesize/science/e
dexcel/classification_inheri
WS7.1 Students process data and tance/evolutionact.shtml .
This can be done
information by:
individually, in small groups Summary – evidence for
b. selecting and extracting information guided by the teacher on evolution
Date:
from tables, flow diagrams, other the IWB or as a whole
texts, audiovisual resources and
class. Initials

graphs, including histograms and  Students to complete these


column, sector or line graphs
worksheets

Stage 5 - Communicating

WS9 Students communicate by:

a. selecting and using in presentations,


for different purposes and contexts,
appropriate text types including  To further student’s
discussions, explanations, expositions, knowledge teacher will
procedures, recounts or reports encourage classroom
discussion by using the
b. selecting and constructing an following PowerPoint
appropriate table, type of diagram, presentation and students
52
Content LI & success criteria Teaching, learning and Adjustments and Registers
assessment extensions
table or graph (histogram or sector, will be required to write in
column or line graph) to present their workbooks
information and show relationships  Evidence of evolution PPT
clearly and succinctly using digital
technologies as appropriate
 Students to write a
e. presenting scientific ideas and summary to describe the
information for a particular purpose,
evidence for evolution.
Depending on the class,
including constructing evidence-based
this can be modelled by the
arguments and using appropriate teacher or done in small
scientific language, conventions and groups or individually. The
representations for specific audiences key aspect is to give
(ACSIS174, ACSIS208)
students feedback on their
writing.
Stage 5 - Living World To understand how fossils Fossils (5 - 7 periods) Types of fossils
Formation of fossils
form and how fossils Date:
 Students to use these
LW4 The theory of evolution by natural provide evidence for interactive activities to Initials
evolution and the age of
selection explains the diversity of learn about types of fossils
the Earth
living things and is supported by a and how fossils are formed
Uni/multistructural -
range of scientific evidence.
(ACSSU185)  I can describe how http://www.pbslearningme
different types of fossils dia.org/resource/ess05.sci.
Students:
are formed ess.earthsys.fossiltype/typ
Fossil making prac
a. describe scientific evidence that  I can follow instructions to es-of-fossils/. Teachers to Date:
present-day organisms have evolved guide students in making
create a model of a fossil Initials
notes to describe different
from organisms in the past

53
Content LI & success criteria Teaching, learning and Adjustments and Registers
assessment extensions
b. relate the fossil record to the age of  I can recall the age of the types of fossils and how
the Earth and the time over which life Earth fossils are formed.
has been evolving Relational  Teacher will accompany a Absolute dating prac
Date:
PowerPoint presentation of
Stage 5 - Conducting investigations  I can use relative dating to
the types of fossils Initials
WS6 Students conduct infer the age of a fossil
investigations by:  Type of fossils PPT Relative dating prac
 I can use comparative Date:
a. individually and collaboratively using dating to infer the age of  Prac activity - students to
Initials
appropriate investigation methods,
a fossil make a model fossil. The
class can use this amber Fossil summary
including fieldwork and laboratory Date:
fossil activity sheet or make
experimentation, to collect reliable another model fossil (eg. Initials

data (ACSIS165, ACSIS199) chocolate fossil)


e. reporting data and information,
evidence and findings, with accuracy fossil amber
experiment.doc
and honesty

Stage 5 - Communicating  Students do prac activity


with M&M's to model
absolute dating
WS9 Students communicate by:

a. selecting and using in presentations,


chocolate
for different purposes and contexts, radioisotopes.doc
appropriate text types including
 Teacher to use a dessert to
discussions, explanations, expositions,
model relative dating and
procedures, recounts or reports fossil layers accompanied
with a PowerPoint

54
Content LI & success criteria Teaching, learning and Adjustments and Registers
assessment extensions
d. proposing ideas that demonstrate Presentation (refer to this
coherence and logical progression worksheet)

e. presenting scientific ideas and dessert model


relative dating.docx
information for a particular purpose,
including constructing evidence-based  Fossil layers PPT
arguments and using appropriate
scientific language, conventions and
representations for specific audiences
(ACSIS174, ACSIS208)

Stage 5 - Living World To understand how natural Natural selection (4 - 5 Natural selection
Date:
selection is a mechanism periods)
for evolution Initials
LW4 The theory of evolution by natural  Students to play this game
Uni/multistructural
selection explains the diversity of to learn about natural
living things and is supported by a  I can define natural selection -
Natural selection prac
selection
range of scientific evidence.  http://www.sciencechanne Date:
(ACSSU185)  I can use a model to l.com/games-and- Initials
Students: describe natural selection interactives/charles-
darwin-game/
c. explain, using examples, how natural  I can outline the role of
genes and environmental  Students to do this prac
selection relates to changes in a
factors in natural activity on toothpick birds
population, eg in the development of
selection to model natural selection
resistance of bacteria to antibiotics
Relational
and insects to pesticides

55
Content LI & success criteria Teaching, learning and Adjustments and Registers
assessment extensions
d. outline the roles of genes and  I can explain how natural  Teacher will accompany
environmental factors in the survival of selection can drive the previous activity with a
organisms in a population evolution PowerPoint presentation
on natural selection
Stage 5 - Communicating Extended abstract
including variation,
 I can use natural selection speciation and antibiotic
WS9 Students communicate by: to explain antibiotic resistance
resistance in bacteria
a. selecting and using in presentations,  Natural selection PPT
for different purposes and contexts,  Natural selection: lizard
appropriate text types including activity PPT
discussions, explanations, expositions,
procedures, recounts or reports

b. selecting and constructing an


appropriate table, type of diagram,
table or graph (histogram or sector,
column or line graph) to present
information and show relationships
clearly and succinctly using digital
technologies as appropriate

d. proposing ideas that demonstrate


coherence and logical progression

e. presenting scientific ideas and


information for a particular purpose,

56
Content LI & success criteria Teaching, learning and Adjustments and Registers
assessment extensions
including constructing evidence-based
arguments and using appropriate
scientific language, conventions and
representations for specific audiences
(ACSIS174, ACSIS208)

Conclusion Topic conclusion


Date:
 Students can also do one or Initials
more of these activities to
revise and demonstrate
what they have learnt

evolution
crossword.docx

Evolution
findaword.docx

Evolution maze.docx

 Students will then


undertake the topic test
week 9

Evaluation
57
58

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