SAMPLE STAGE 6 PRELIMINARY BIOLOGY MODULE 8.4: LIFE ON EARTH 30 indicative hours
The following sample stage 6 preliminary Biology program for the module 8.4 , Life on Earth was written by Rebecca Davis from Kambala, Anne Moldrich from Bankstown Grammar and Caroline Moses an independent consultant. This module is an example of how the knowledge and understanding, Prescribed Focus Area and skills content for the unit can be taught in an integrated manner.
Whereas all care has been taken in constructing the program for this module, teachers using this program must take responsibility for ensuring that the outcomes addressed in this module together with the outcomes addressed in the other modules for the preliminary course fulfill the Biology preliminary course requirements.
We sincerely thank the writers for their time and commitment in writing this program and for sharing with teachers their expertise in Biology and pedagogy for teaching stage 6 students.
Contextual Outline
Life has evolved over millions of years from the common elements found in the cosmos. Simple terrestrial life has been found to exist in the most hostile of conditions on Earth and evidence from Australian scientists has shown that bacteria exist kilometres deep in the Earth’s crust and have done so for millions of years.
Organic molecules formed on Earth in an environment that is very different to that existing today. When these organic molecules were separated from their environment by a membrane, they began to carry out the chemical reactions of life in such a way as to sustain their existence and allow reproduction. The evolution of photosynthesis caused a change from an anoxic to an oxic environment that continues to support most of the living things on Earth today.
Fossil evidence indicates changes in complexity and diversity of life forms. It is the diversity of living organisms that has led scientists to develop classification systems that group these organisms according to their structural or genetic similarity. Recent advances in molecular biology and biochemistry have allowed scientists to better describe the origins, processes and evolution of life.
This module increases students’ understanding of the history, nature and practice of biology and current issues, research and developments in biology.
Module Focus: Students will be taken on a ‘Voyage of Discovery’ beginning with the formation of Planet Earth. They will witness the origin of life on Earth and follow its progression through key events from the past to the present. They will come to appreciate the role of technology in understanding some of the processes that resulted in this amazing transformation. They will understand the relationships between past and present-day organisms and environments.
In this unit, students will develop their knowledge and skills of working in teams. Teachers should allow time for students to reflect on their prior learning and provide opportunity for them to develop their skills in working effectively with others.
Module Overview:
8.4.1 Analysis of the oldest sedimentary rocksprovides evidence for the origin of life / 8.4.2 The fossil record provides information
about the subsequent evolution of living
things
P1 Outlines the historical development of
major biological principles, concepts and
ideas
P3 Assesses the impact of particular
technological advances on
understanding in biology
8.4.3 Further developments in our knowledge of
present-day organisms and the discovery of
new organisms allows for better
understanding of the origins of life and the
processes involved in the evolution of
living things / 8.4.4 The study of present-day organisms
increases our understanding of past
organisms and environments
Assumed knowledge:
Domain: knowledge and understanding
Refer to the Science Stages 4-5 Syllabus for the following:
4.8.2bidentify a range of plants and animals using simple keys
5.8.3a discuss evidence that present-day organisms have developed from different organisms in the distant past.
5.9.4bdescribe conditions under which fossils form
5.9.4c relate the fossil record to the age of Earth and the time over which life has been evolving.
Targeted Outcomes
Prescribed Focus Area
P1 outlines the historical development of major biological principles, concepts and ideas
P3 assesses the impact of particular technological advances on understanding in biology
Domain: Knowledge
P7 describes the range of organisms in terms of specialisation for a habitat
P10 identifies and describes the evidence for evolution
Domain: Skills
P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources
P13 identifies appropriate terminology and reporting styles to communicate information and understanding in biology
P14 draws valid conclusions from gathered data and information.
P15 implement strategies to work effectively as an individual or as a team member
P16 demonstrates positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science
Resources may include the following:
Text books
Alford, D and Hill, J (2001) Excel Preliminary Biology, Pascal Press
Aubusson, P, Kennedy, E and Hickman, P (2004) Biology in Context; The Spectrum of Life (2nd Ed), OxfordUniversity Press
Bastian, J, Grieve, B, Heffernan, D, Humphreys, K and Sartor, A (2002) Spotlight Preliminary Biology, Science Press
Brotherton, J and Mudie, K (2000) Heinemann Biology
Brotherton, J and Mudie, K (2000) Heinemann Biology Activity Manual
Chidrawi, G and Hollis, S (2008) Preliminary Course Biology in Focus, Mc Graw Hill
Humphries, K (2007) Dot Point Preliminary Biology, Science Press
Kinnear, J and Martin, M (2004) Preliminary Course Biology, Jacaranda HSC Science
Reference Books
Morrison, R (2002) AustraliaLand Beyond Time, Reed New Holland
Websites
Excursions
AustralianMuseum
Video
Evidence for Evolution
Materials
Range of plant and animal fossils
Variety of objects to classify
Dichotomous keys – branching and numbered
8.4.1: Analysis of the oldest sedimentary rocks provides evidence for the origin of life
Module Content (column 2 & 3) / Reg / 8.1 Skills / Suggested Teaching/Learning StrategiesStudents learn to/Students:
- identify the relationship between the conditions on early Earth and the origin of organic molecules
- discuss the implications of the existence of organic molecules in the cosmos for the origin of life on earth
- describe two scientific theories relating to the evolution of the chemicals of life and discuss their significance in understanding the origin of life
12.3 gather information from secondary sources by:
a)accessing information from a range of resources, including popular scientific journals, digital technologies and the Internet
b)practising efficient data collection techniques to identify useful information in secondary sources
d)summarising and collating information from a range of resources
13.1 present information by:
b) selecting and using appropriate media to present data and information / Introductory Activity: Reviewing Prior Learning
In a class activity, students:
- discuss, with teacher guidance, the following questions
- What is life and what are its requirements?
- What molecules make up the bodies of living things?
- Is Earth the only planet that supports life?
- What evidence would you need to suggest that life existed on a newly-discovered planet?
(to emphasise diversity of life).
Individually, students:
-construct a mind map, spider diagram or KWL chart that suggests how life might have formed.
Voyager Stage 1
How did the molecules of life originate?
In teams, students:
- use teacher-provided resources to identify, extract and summarise useful information on:
- the conditions on early Earth and their relationship to the origin of organic molecules
- two scientific theories relating to the evolution of chemicals of life
- the implications of the existence of organic molecules in the cosmos for the origin of life on Earth
- the significance of these theories in understanding the origin of life
Module Content (column 2 & 3) / Reg / 8.1 Skills / Suggested Teaching/Learning Strategies
Students learn to/Students:
- gather information from secondary sources to describe the experiments of Urey and Miller and use the available evidence to analyse the:
-result of their experiments in illustrating the nature and practice of science
-contribution to hypotheses about the origin of life
- discuss the significance of the Urey and Miller experiments in the debate on the composition of the primitive atmosphere
- identify changes in technology that have assisted in the development of an increased understanding of the origin of life and evolution of living things
12.3 gather information from secondary sources by:
a)accessing information from a range of resources, including popular scientific journals, digital technologies and the Internet
b)practising efficient data collection techniques to identify useful information in secondary sources
d)summarising and collating information from a range of resources
13.1 present information by:
c) selecting and using appropriate formats to acknowledge sources of information
13.1 present information by:
a) selecting and using appropriate text
types, or combinations thereof, for oral and written presentations / How did Urey and Miller’s experiments contribute to the debate on the composition of the primitive atmosphere?
Individually, students:
- identify, extract and summarise useful information to describe the experiments of Urey and Miller
- compile a report on the Urey Miller experiments including:
- the reason for their experiments
- appropriate diagrams
- result of their experiments
- importance of their experiments in illustrating the nature and practice of
- their contribution to hypotheses about the origin of life
- a discussion of the significance of the experiments in the debate on the
- an acknowledgement of sources of information.
In a class “brainstorm” activity:
- students identify possible changes in technology that have increased our understanding of the origin of life and evolution of living things.
In pairs, students:
- extract information from suitable resources about appropriate changes in technology eg development of electron microscopy, improvements in dating of rocks and fossils, advances in molecular biology (sequencing of amino acids), DNA hybridization, space probes, analysis of meteorites
- construct a table that includes the following:
- change in technology
- brief description of technological change
- how the change has increased understanding of origin of life and evolution.
8.4.2: The fossil record provides information about the subsequent evolution of living things
Module Content (column 2 & 3) / Reg / 8.1 Skills / Suggested Teaching/Learning StrategiesStudents learn to/Students:
- identify the major stages in the evolution of living things, including the formation of:
-membranes
-procaryotic heterotrophic cells
-procaryotic autotrophic cells
-eucaryotic cells
-colonial organisms
-multicellular organisms
- describe some of the palaeontological and geological evidence that suggests when life originated on earth
- explain why the change from an anoxic to an oxic atmosphere was significant in the evolution of living things
14.3 use available evidence to:
b) propose ideas that demonstrate coherence
and logical progression and include
correct use of scientific principles and
ideas
12.3 gather information from secondary sources by:
b)practising efficient data collection techniques to identify useful information in secondary sources / Voyager Stage 2
In a class activity, students:
- watch a suitable introductory video eg “Evidence for Evolution” that reviews how fossils form, the importance and limitations of the fossil record, dating of fossils, the age of the Earth and the time over which life has been evolving on the Earth
- discuss with teacher guidance, the seven major stages in the evolution of living things.
In pairs, students:
- design and construct a flow chart (with accompanying diagrams or pictures) to show the major stages involved in the evolution of living things.
Individually, students:
- distinguish between the terms palaeontological and geological evidence.
- extract information from secondary sources on both types of evidence that suggests when life originated on earth
- describe these types of evidence in a suitable text type.
Following a teacher-led discussion, students:
- define the terms oxic and anoxic as applied to the atmosphere
- deduce how the atmosphere might have changed from anoxic to oxic and how and why this was significant in the evolution of living things.
Module Content (column 2 & 3) / Reg / 8.1 Skills / Suggested Teaching/Learning Strategies
Students learn to/Students:
- process and analyse information to construct a timeline of the main events that occurred during the evolution of life on Earth
- gather first-hand or secondary information to make observations of a range of plant and animal fossils
- identify data sources, gather, process, analyse and present information from secondary sources to evaluate the impact of increased understanding of the fossil record on the development of ideas about the history of life on Earth
12.3 gather information from secondary sources by:
a)accessing information from a range of resources, including popular scientific journals, digital technologies and the Internet
13.1 present information by:
b) selecting and using appropriate media to
present data and information
e) using a variety of pictorial representations to show relationships and present information clearly and succinctly
12.3 gather information from secondary sources by:
d) summarizing and collating information
from a range of resources / How can we construct a timeline of the main events that occurred during the evolution of life on Earth?
In teams students:
-gather information from resources to identify the conditions and predominant life forms that existed during a particular period of geological time(allocated to them by their teacher)
- summarise their findings using PowerPoint or another suitable method of presentation.
As a class activity, students:
- discuss a suitable scale and produce a timeline showing the main events that occurred during the evolution of life on earth.
How has our increased understanding of the fossil record impacted on the development of ideas about the history of life on earth? (P1, P3)
Practical Investigation - Observing Fossils
In pairs, students:
- draw and label a range of plant and animal fossils using teacher-provided photographs/models/specimens
Eg Glossopteris, Dicroidium fern, trilobite, ammonite, stalked crinoids, Archeopteryx, dinosaur footprint, sharks tooth, insects trapped in amber
- write a paragraph to explain how the fossil record can assist in understanding biological evolution.
Individually, students:
- gather articles about fossil interpretation from mass media, journals, digital technologies and the internet
- extract examples of how ideas have changed over time as new evidence has emerged.eg. discovery of transitional forms such as Archaeopteryx as evidence that birds evolved from reptiles
- summarise their findings in a suitable format
- make a judgement on the impact of increased understanding of the fossil record on the development of ideas about the history of life on Earth.
Module Content (column 2 & 3) / Reg / 8.1 Skills / Suggested Teaching/Learning Strategies
Students learn to/Students:
- discuss the ways in which developments in scientific knowledge may conflict with the ideas about the origins of life developed by different cultures
12.3 gather information from secondary sources by:
a)accessing information from a range of resources, including popular scientific journals, digital technologies and the Internet
b)practising efficient data collection techniques to identify useful information in secondary sources
d)summarising and collating information from a range of resources
13.1 present information by:
a)selecting and using appropriate text types, or combinations thereof, for oral and written presentations / How have developments in scientific knowledge conflicted with the ideas about the origins of life developed by different cultures?
In ‘expert’ groups, students:
- participate in a ‘jigsaw activity ‘on beliefs about the origins of lifedeveloped by different cultureseg Ancient Chinese, Egyptians Greeks, Romans, Aboriginal Dreamtime, Christians
- discuss how these ideas may conflict with current scientific knowledge
- share their information about one culture, outlining the belief and areas of agreement and/or conflict with current scientific knowledge about the origins of life.
8.4.3: Further developments in our knowledge of present-day organisms and the discovery of new organisms allows for better understanding of life and the processes involved in the evolution of living things
Module Content (column 2 & 3) / Reg / 8.1 Skills / Suggested Teaching/Learning StrategiesStudents learn to/Students:
- describe technological advances that have increased knowledge of procaryotic organisms
- describe the main features of the environment of an organism from one of the following, groups and identify its role in that environment:
- Bacteria
- use available evidence to outline similarities in the environments past and present for a group of organisms within one of the following:
- Bacteria
- analyse information from secondary sources to discuss the diverse environments that living things occupy today and use available evidence to describe possible alternative environments in which life may have originated
12.3 gather information from secondary sources by:
d)summarising and collating information from a range of resources
13.1 present information by:
e) using a variety of pictorial representations to show relationships and present information clearly and succinctly
14.1 analyse information to:
b) justify inferences and conclusions / Voyager Stage 3
Following a teacher-led discussion, students:
-recall the main features of procaryotic cells
-draw a typical procaryotic cell
- list and provide features of technological advances that have increased knowledge of procaryotic organisms
eg. viewing prokaryotes - electron microscopes, staining techniques; finding prokaryotes in extreme environments - deep-sea submersible crafts;
biochemical analysis - genetic sequencing, amino acid sequencing
- summarise the ways in which advances in technology have affected classification of procaryotes.
In what sort of environments might life have originated?
Individually, students,
- compare Archaea and Bacteria in terms of structure
- select an organism from each of the above groups and
- describe the main features of the environment it occupies.
- identify the role of this organism in that environment
- outline similarities in the environments past and present for thatgroup.
- brainstorm a list of the diverse environments that exist on earth today
eg. hydrothermal vents, volcanoes, salt lakes, acid bogs etc.
- discuss advantages and disadvantages of living in these environments
- describe possible alternative environments in which life may have originated.
Individually, students:
- use results of class discussion and secondary sources to construct a table with the following column headings:
Name of possible environment/Description//Evidence that life may have originated there
Suggested Assessment for Learning Task (P1 &P3)
- outline the development of major ideas about how life might have originated, assessing the impact of particular technologies on the development of these ideas.
8.4.4: The study of present-day organisms increases our understanding of past organisms and environments