Y

UNIT EVALUATION:
REPORT &
RECOMMNENDATIONS

- From ‘Fossils & Evolution’ to ‘Exploring the Evolution’-

Abstract
The enclosed report focusses on evaluation and improvement of
the Stage 5, Year 10 Science unit, ‘Fossils & Evolution’. The unit
was originally designed for use in the low ability classes at
Cambridge Park High School, a low socio-economic status school
in Western Sydney. This report proposes recommendations to
expand the suitability of this unit and provide a constructive
learning environment to mixed and high ability students. To
ensure that these recommendations meet the learning needs of
students with diverse abilities, a reconstructed unit of work
designed around the framework of Understanding by Design
(UbD) and Inquiry-based learning (IBL) is included in the report.
With an overall goal to attain educational success, the report
focusses on the development of literacy, numeracy, ICT, critical
and creative thinking, and personal and social capabilities in
students.
 18918928_102098_CTL Assignment 1_2H2018

CONTENTS

I. YExecutive Summa

Objective and Context...........................................................................................................3

Goals......................................................................................................................................3

List of recommendations.......................................................................................................3

II. Background Informtaion....................................................................................................4

III. Comparative Table of Unit Alterations............................................................................5

IV. Contextual Redesigned unit of work................................................................................7

Scope & Sequence..............................................................................................................7

Constructed Concept map ..................................................................................................8

Constructed Assessment task and Marking criteria ...........................................................9

Redesigned unit outline ....................................................................................................11

V. Report of Recommendations.............................................................................................19

VI. References.........................................................................................................................23

VII. Appendices......................................................................................................................26

Appendix 1 – Original Scope & Sequence...........................................................................26

Appendix 2 – Original Unit Outline.....................................................................................27

1
 18918928_102098_CTL Assignment 1_2H2018

EXECUTIVE SUMMARY

Objective and Context

This report has been designed for the Science faculty at Cambridge Park High School to ensure
improvement in learning and educational achievement of students. Situated in Western region of
Sydney, the school offers a comprehensive co-educational environment to approximately 696 students.
The school comprises of a diverse population of students, with 13% of students identifying as
Indigenous Australians, 16% from language backgrounds other than English, 52% males and 48% as
female. With only 2% of the students in the top quarter of ICSEA scale, the school has relatively large
percentage of students that belong to low and mixed socio-educational backgrounds. This unit was
originally designed for use in the low ability Year 10 Science classrooms, mainly consisting of students
from low socio-educational backgrounds.

Figure 1 – Student diversity at Cambridge Park High School for Year 2017
Reference: My School website. Retrieved from: https://www.myschool.edu.au/school/41835

2
 18918928_102098_CTL Assignment 1_2H2018

Goals

In order to expand the suitability of this unit and attain educational success in all students, following
goals have been set:

 Improve students’ literacy and numeracy skills to enhance metacognition, scientific literacy and,
foster quantitative competency.
 Expand students’ ICT capabilities to build conceptual understanding, engagement with science and
technological literacy.
 Build critical and creative thinking skills and personal and social capabilities in students to
generate awareness, develop high-order thinking and problem-solving abilities.
 Improve the unit design to promote student inquiry, intrinsic motivation and engagement for a
meaningful learning experience.
Figure 2 - Proposed goals for attainment of educational success

List of recommendations

To ensure achievement of the set goals and provide a constructive learning environment to students in a
comprehensive classroom, following recommendations are suggested,

1) Provide increased opportunities to comprehend and compose information for improvement in

literacy skills.
2) Embed calculation-based activities to build transferable skills and quantitative competency.
3) Maximise the application of ICT skills for understanding, engagement and technological literacy.
4) Increase opportunities to engage in scientific inquiry and evaluate information, to solve problems
and design solutions, both independently and in collaboration.
5) Reconstruct the unit using UbD framework and integrate a continuum of assessment methods to
enhance deep understanding and meaningful inquiry-based learning.

3
 18918928_102098_CTL Assignment 1_2H2018

BACKGROUND INFORMATION

The unit ‘Fossils & Evaluation’ was developed in 2013 to support student learning and engagement with
evolutionary concepts, in low-ability year 10 science classes. Though it provides few opportunities to
students for development of literacy, ICT and critical thinking capabilities, it follows a deductive
teacher-centred approach and lacks the strategies to build transferable knowledge, social interactions,
high-order thinking and problem-solving skills in students. In order to fulfil the overall goal of attaining
educational success in a comprehensive classroom with mixed to high ability students’, it is essential
that teaching and learning experiences are focussed towards active construction of knowledge and
building general capabilities (Australian Curriculum, Assessment and Reporting Authority [ACARA],
2013). The existing literature in educational research encourages the use of UbD framework to promote
meaningful learning and meet the growing learning needs of students (McTighe & Wiggins, 2012). It
suggests identification of the desired results and their alignment with student-centred inquiry-based
learning experiences for knowledge construction (Abdi, 2014). Literature also suggests the use of
concept maps and continuum of assessment methods to organise priority areas and map the learning
process in a valuable sequence for construction of knowledge (Bridges, Corbet & Chan, 2015).
Therefore, to expand the suitability of this unit for mixed to high ability students’ and to ensure
development of meaningful and challenging learning experiences, a reconstruction of this unit is
imperative.

4
 18918928_102098_CTL Assignment 1_2H2018

COMPARATIVE TABLE OF UNIT ALTERATIONS

Strengths of the
Area of Concerns of the area of Suggested Changes to counteract
area of Research support for the changes suggested.
consideration consideration concerns
consideration
Literacy Glossary of words Limited focus on reading, Incorporation of a wide range of Development of literacy skills is crucial to access, understand
and few writing and speaking activities based on comprehending and and evaluate information (ACARA, 2013). Scientific
comprehension- negatively impacts students’ composing information Glossary for metalanguage builds a link between understanding and
based worksheets ability to comprehend complex building metalanguage. assessment, improves metacognition and scientific literacy,
for development of information as well as and thus enables students to develop critical and analytical
scientific formation and expression of thinking (Fenty & Brydon, 2017; Seddon, 2017)
metalanguage and scientific literacy.
literacy
Numeracy Original unit lacked Lack of numeracy component Incorporation of activities based on Integration of numeracy skills with science enables students
approaches to build results in disjoined learning, calculating the age of fossils/rocks for to explore inter-disciplinary relationships, transfer their
numeracy skills inability to apply knowledge analysis and interpretation of data. knowledge across different contexts (ACARA, 2013), and
from one course to another and Timeline construction activity for build quantitative reasoning for data analysis and
foster quantitative identifying trend and patterns. interpretation (Feser, Vasaly & Herrera, 2013) and develop
incompetency. logical thinking (Goos, Geiger & Bennison, 2015).

ICT Opportunities to Limited exposure to ICT Exposure to varied range of ICT based Integration of ICT based resources in curriculum is essential
capabilities watch videos and hampers scientific resources (quizzes, games, interactive to build 21st century competent, technologically literate,
power-points as understanding, technological power-points) to promote critically thinking learners (Ghavifekr & Rosdy, 2015). ICT
visual stimulus, and literacy and students’ understanding, critical thinking and provides a great platform to enhance students’ conceptual
an online research- educational outcomes. engagement. Application of ICT skills understanding and engagement with science (Hu, Gong, Lai,
based task to build (create presentations, mind maps, & Leung, 2018; ACARA, 2013).
ICT skills. research-tasks, timelines and google
docs) to access and communicate
information.
Critical and Few inference style Limited opportunities to Increased opportunities to generate and Critical and creative thinking skills are essential to respond to
creative questions for critically/creatively think and evaluate knowledge/ideas and the challenges of 21st century (Australian Curriculum Studies
thinking processing construct knowledge, results in construct knowledge through guided- Association, 2015). Opportunities to evaluate information,
information on fragmented learning and discussions, inference/evaluation- and investigate alternatives strategies to generate solutions,
Darwin’s theory. negatively impact problem- based responses, reflections, debate, allow the development of high-order thinking and problem-
solving and decision-making puzzles, quiz, game, modelling and solving skills that are integral to build and extend critical and
abilities. research tasks. creative thinking capability in students (Sanders, 2016;
5
 18918928_102098_CTL Assignment 1_2H2018
Strengths of the
Area of Concerns of the area of Suggested Changes to counteract
area of Research support for the changes suggested.
consideration consideration concerns
consideration
Yuliani & Saragih, 2015).

Personal and Teacher-led class Lack of opportunities to Incorporation of a broad range of Melbourne declaration identifies personal and social
social discussions to explore/question information, opportunities to engage in scientific competence as the foundation to learning (Towns & Arnett,
capabilities prompt inquiry and work in collaboration inquiry and problem solving, both 2014). Integration of experiences that allow students to
negatively impact critical independently and in collaboration evaluate, reflect, express, share and communicate knowledge,
thinking, self-regulation, and through discussions, brainstorming, work independently and in collaboration, allow the
thus foster aversive social research and hands-on investigations, development of self and social awareness, as well as self and
interactions. to build personal and social capacity. social management (ACARA, n.d.).
Unit design Content focussed Lack of focus on the student Reconstruction of the entire unit using Backward design approach provides a mean to identify the
and approach unit designed using learning outcomes (SLOs) in UbD framework by identifying the relevance of content for a meaningful learning experience
traditional teacher- unit planning and teacher- desired SLOs, designing assessments (McTighe & Wiggins, 2012). By aligning the teaching
centred learning centred approach results in to evaluate and support learning, and strategies with the desired SLOs, UbD allows teachers to
approach accidental learning, inhibit planning the learning experiences to focus on the development of deep understanding, relevant
student engagement, align with the outcomes, based on skills and transferable learning in students for educational
meaningful learning and student-centred IBL approach. success (Yurtseven & Altun, 2017; Emory, 2014).
promote rote memorisation. IBL model provides a constructivist approach to promote
student inquiry and engagement for development of self-
directed, independent leaners (Abdi, 2014; Brandenburg &
Wilson, 2013)
Assessment Formative Absence of a continuous Include a continuum of assessment Integration of a continuum of assessment methods within the
strategies assessment through assessment inhibits through - informal checks instructional period enables evaluation of learning for
pre and post remediation of learning at (observations, discussions and reinforcement/remediation (Gupta, 2016; McTighe &
spelling test and early stages, increase mental worksheets), puzzles, games, self- Wiggins, 2012). By promoting high-order thinking skills, an
quiz. stress and foster reflections, performance tasks ongoing assessment approach supports and shapes student
Summative misconceptions in learning. (research and hands-on investigations), learning (Collins, 2014). Alignment of the assessment criteria
assessment through academic prompts with SLOs and teaching strategies encourage application of
half-yearly (summary/inference-based responses) knowledge for development of deeper-understanding and
examination. and summative assessment (group- intrinsic motivation in students (Muskin, 2015).
based research task).

6
 18918928_102098_CTL Assignment 1_2H2018

CONTEXTUAL REDESIGNED UNIT OF WORK

Scope and Sequence
CAMBRIDGE PARK HIGH SCHOOL Year 10 Science 2017 | Stage 5 |
2017
Term 1 - 10 weeks 2 days
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10 Week 11
(Only 2 days)
The Mysterious Universe Chemical Reactions
7 lessons per fortnight 7 lessons per fortnight
SC5-12ES, SC5-10PW SC5-16CW, SC5-17CW Common Assignment (Week 8 issue, Due
Week 10)
Term 2 - 9 weeks 3 days
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
(Only 3 days)
Exploring the Evolution Reproduction and Genetics
7 lessons per fortnight 7 lessons per fortnight
SC5-15LW SC5-14LW Half Yearly examination (Week 8)
Term 3 - 9 weeks 4 days
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
(Only 4 days)
Reproduction Motion The Body Responds
and Genetics
7 lessons per fortnight 7 lessons per fortnight
SC5-14LW SC5-10PW, SC5-11PW Practical Experience (Week 5/6) SC5-13ES, SC5-14LW
Term 4 - 10 weeks
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10
The Body Responds Improving Science Skills Mechanical Advantage
7 lessons per fortnight 7 lessons per fortnight
SC5-13ES, SC5-14LW Yearly Examination (Week
5/6)

Constructed Concept Map

7
 18918928_102098_CTL Assignment 1_2H2018

Constructed Assessment Task and Marking Criteria

Cambridge Park High School

Stage 5 Science

Year 10 – Exploring the Evolution

Weighting 15%
Mark / 30

Date of Notification Week 1, Term 2

Due Date for Submission Week 5, Term 2

Nature Group-based research task and multimodal presentation/video

Description Impact of biological research on environment and biodiversity

9
18918928_102098_CTL Assignment 1_2H2018

10
 18918928_102098_CTL Assignment 1_2H2018

Stage 5 Outcomes Assessed

SC5-4WS develops questions or hypotheses to be investigated scientifically
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually
and collaboratively
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to
develop evidence-based arguments and conclusions
SC5-8WS applies scientific understanding and critical thinking skills to suggest possible 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

Task Description

Students work in groups of 3-4 to perform a research-based investigation on the impact of biological research
on environment and biodiversity. They evaluate the benefits and the interlinked ethical considerations to
develop an evidence-based argument and submit their work as a multimodal presentation/video.

Groups can choose ONE of the following biological research areas as the focus of their investigation
- Antibiotics/Pesticides
- Genetically modified organisms (GMOs)
- Gene silencing/editing
- Gene cloning

The presentation should clearly demonstrate collaboration between group members to undertake effective research,
analyse and evaluate the information to form an evidence-based argument. It should include an,
- Introduction of the chosen biological research area and the reason for selection
- Background of the area and its benefits to the society
- Ethical considerations interlinked with the area
- Synthesis of research for evaluation of the benefits and concerns
- Evidence-based argument to conclude the investigation

Assessment Criteria:
 Provide a clear description of the chosen biological research area and its impact on environment and biodiversity
 Use a variety of secondary sources to collect reliable information.
 Analysis and evaluation of collected information to form an evidence-based argument
 Produce an engaging multimodal presentation/video which clearly demonstrates collaboration between
group members

Submission Instructions
Students must work in groups of 3-4 to perform the research investigation and create a multimodal
presentation/video for submission.
 Submit a single file (choose any format compatible with windows or mac)
 The presentation/video must not exceed 10 minutes
 Submitted in a USB drive with name of group members
 Deduction of 2 marks per day will be imposed on any late submissions

11

Marking Criteria
A group A B
(22-30)
Provides a clear and Demonstrates a clear
description of the understanding of the chosen
chosen biological intervention by coherently
research area and synthesising the benefits and
its impact on interlinked ethical
environment and considerations of the chosen
biodiversity (10) area to describe the impact
on environment and
biodiversity
Uses a variety of Extensively uses a variety of
secondary sources to resources (more than 6) to
collect reliable collect reliable information
information (5) which is highly relevant to
the investigation
Analyses and Thoroughly analyses and
evaluate the critically evaluates the
collected collected information to
information to form develop a coherent
an evidence-based evidence-based argument
argument (10)
Produces an The presentation/video is
engaging highly imaginative, creative
multimodal and engaging; clearly and
presentation/video coherently presents the
(5) information; is within the
time limit
18918928_102098_CTL Assignment 1_2H2018
Grade scale and Mark
C D
(15-21) (8-14) (1-7)
Clearly identifies and Clearly identifies and Identifies the benefits
synthesises the attempts to synthesise of the area but does
benefits and the benefits and not provide
interlinked ethical interlinked ethical information on
considerations of the considerations of the ethical considerations
chosen area to chosen area to describe
describe the impact the impact on
on environment and environment and
biodiversity biodiversity
Uses 6 or more Uses at least 6 Uses 2-3 resources to
different resources to resources to collect collect information
collect reliable somewhat reliable
information relevant information relevant to
to the investigation the investigation
Analyses and Attempts to analyse Does not attempt to
evaluates the and evaluate the analyse or evaluate
collected information collected information the collected
to develop a sound to develop a generic information and only
argument argument provides a summary
The The presentation/video The
presentation/video is is imaginative and presentation/video
quite imaginative and engaging, clearly lacks imagination and
engaging; clearly present the is disengaging;
present the information; is within disregards time limit
information; is within the time limit
the time limit
12
 18918928_102098_CTL Assignment 1_2H2018

Redesigned Unit Outline

Stage 5 Science - EXPLORING THE EVOLUTION
Summary Duration
In this unit, students will develop and apply scientific working skills to explain how biological understanding has advanced through scientific discoveries, technological Term 2
developments and the needs of society. They will do this by Week 1-5
- describing scientific evidences that explain present-day organisms have evolved from organisms in the past 7 lessons per
- relating fossil records to the age of the Earth and the time over which life has been evolving fortnight
- explaining how natural selection relates to changes in a population, such as the development of resistance of bacteria to antibiotics and insects to pesticides
- outlining the roles of genes and environmental factors in the survival of organisms in a population
- debating why any investigation relating to biological research and involving or affecting animals, must be humane, justified and ethical
Unit overview Essential Questions
Evolution is the scientific basis of life that has led to the incredible diversity of life that exists today. Is evolution for real?
This unit builds upon the students’ existing knowledge and perceptions on evolution of life on the Have present-day organisms evolved from organisms in the past?
earth. Students get to explore theories and ideas surrounding the concept of evolution and analyse the Will current life forms evolve in future? If so, then how?
supporting evidences to develop an appreciation for scientific inquiry and a deep understanding of how
Why do some organisms form fossils while others do not?
the modern-day life forms have evolved and may evolve in future. They analyse Darwin’s theory of
Natural selection and relate it to adaptations and changes in a population. Finally, students explore how Do fossils records relate to the age of the Earth and origin of life?
organisms are affected by genetic variance and environmental factors. They use this knowledge to Why do some organisms become extinct?
further elaborate on how scientific understanding and models can be used to study the impact of How can we find out about the organism that once existed on earth?
biological research on the earth’s existing biodiversity for increasing sustainability. Can biochemical, anatomical studies inform about pre-existing life forms?
How can we use the biochemical information to promote sustainability on earth?
Values and Attitudes Outcomes Skills Outcomes Knowledge and Understanding Outcomes
- SC5-1VA: appreciates the importance of - SC5-4WS: develops questions or hypotheses to be investigated scientifically - SC5-15LW: explains how biological
science in their lives and the role of - SC5-6WS: undertakes first-hand investigations to collect valid and reliable data and understanding has advanced through scientific
scientific inquiry in increasing information, individually and collaboratively discoveries, technological developments and
understanding of the world around them - SC5-7WS: processes, analyses and evaluates data from first-hand investigations and the needs of society
- SC5-3VA: demonstrates confidence in secondary sources to develop evidence-based arguments and conclusions Knowledge and Understanding content
making reasoned, evidence-based decisions - SC5-8WS: applies scientific understanding and critical thinking skills to suggest possible
about the current and future use and - LW4: The theory of evolution by natural
solutions to identified problems selection explains the diversity of living things
influence of science and technology,
- SC5-9WS: presents science ideas and evidence for a particular purpose and to a specific and is supported by a range of scientific
including ethical considerations
audience, using appropriate scientific language, conventions and representations evidence. (ACSSU185)

Assessment overview General capabilities

- Informal formative assessments: Observation of student participation and contribution in class/group/paired discussions, Literacy Numeracy Work and Enterprise
performance in quizzes, multiple choice questions, learning activities, data collection in research tasks.
Critical and creative thinking
- Student-self assessments: Reflections on exiting knowledge, modelling fossilisation and natural selection, data collection
and analysis in research-based tasks, development of evidence-based responses, presentation of scientific information. Personal and Social capability

11
 18918928_102098_CTL Assignment 1_2H2018

- Summative assessment: Group-based research investigation “Impact of biological research on environment and Information & Communication Technologies (ICT) capability
biodiversity (Weightage 15%, 30 marks)
Ethical understanding
Scientific metalanguage
Evolution, Natural selection, Fossils, Fossilisation, Biogeography, Comparative anatomy, Homologous structures, Transitional forms, Embryology, Species, Speciation, Isolation, Breeding,
Cross-breeding, Selection pressure, Adaptation, Resistance, Antibiotic, Inheritance, Genes, DNA, Biodiversity

K & U content WS Teaching and learning strategies Resources Registration

descriptor outcome
Students: 1. What is Evolution
a. describe
scientific 1.1 Recall existing knowledge on evolution
evidence that
present-day a. Before & after web: Students (individually) use their existing knowledge on evolution to fill the 1.1. Before & after web sheets
organisms have ‘Evolution web’ with words that are related with evolution, such as dinosaurs, extinction, apes, Mindmup software
evolved from fossils, Darwin and so on. https://www.mindmup.com/
organisms in the Students’ devices;
past b. Think, Pair, Share: Students use their ‘Evolution web’ and discuss in pairs to collaborate and Google classroom
SC-4WS share their knowledge. Teacher will facilitate a class discussion to collate individual student Kahoot quiz
knowledge and expand it by using open-ended questions on evolutionary concepts and real-life Hard copy or online dictionaries
examples e.g. humans and apes. https://www.merriam-webster.com/
Students will use ‘MindMup’ software to create their own mind maps and share it on ‘Google
classroom’. As the unit proceeds, students will be required to regularly update their mind maps
with the new information and formed learning.

c. Kahoot quiz: Students take a Kahoot quiz to self-assess their existing knowledge on evolution.
Teacher to use this data for evaluation of students prior learning.

d. Glossary on evolution: Students create a glossary of key terms used in their science workbooks.
They will define the word meanings. Students will update their glossaries every lesson.

1.2. Reinforcing understanding

Visual stimulus: Students watch a documentary on evolution to reflect on their perceptions about
evolution and how scientific discoveries overtime have changed the way society and science 1.2. Documentary on evolution
thinks about evolution. Teacher facilitates a class discussion on the documentary and its key https://topdocumentaryfilms.com/c
concepts to define and outline the theory of evolution. harles-darwin-tree-life/

2. Evidences of evolution

2.1 Recall prior knowledge

a. Brainstorm: Students discuss in pairs about the evidences they think have been used to support 2.1. Video
12
 18918928_102098_CTL Assignment 1_2H2018

K & U content WS Teaching and learning strategies Resources Registration

descriptor outcome
the theory of evolution. Teacher facilitates a class discussion for students to share their thoughts. https://www.youtube.com/watch?
v=lIEoO5KdPvg

b. Visual stimulus: Students watch introductory video on evidence of evolution and take notes for
SC-4WS the existing evidences.

2.2 Fossil records

a. Teacher-led demonstration & discussion: Teacher shows the fossilised samples for students to 2.2. Core Science 10
assess and write down how it can be an evidence of past life and what can they deduce from their Fossil samples
observations. Teacher defines fossils and palaeontology as the study of fossils. Puzzle cut outs
Created interactive powerpoint
b. Fossilisation puzzle (in pairs): Students attempt to deduce the process of fossilisation by Video
reorganising the jumbled pictures depicting the process in the correct order. Teacher guides
https://www.youtube.com/watch?
students’ understanding by relating fossilisation to rock formation, types and layers of rocks. v=Av21EY6rGWs
Modelling clay
SC-8WS Plaster of paris, disposable moulds
c. Teacher-led mini lesson: Teacher facilitates discussion to outline the process of fossilisation and
and miniature toys
reinforces understating through video on fossilisation. Google classroom
Absolute dating worksheet from
d. Modelling fossilisation (in groups): Students model the process of fossilisation to prepare fossils Nelson Science 10
using plastic moulds and miniature toys. Groups observe each other’s fossilised samples to Evolution of horse worksheet from
predict the original creature and the time of its existence. Pearson Science 10
Pearson 10 Activity Book
e. Structured research task on types of fossils (in groups): Conduct computer research in pairs on
SC-6WS different real-life examples
Teacher mentions the different types of fossils known to scientists and divides the class into six
groups. Each group researches on a type of fossil, their examples, interesting facts and how they
contribute to knowledge of past life. Each group presents their finding as a power-point
SC-6WS presentation to the whole class and submit the presentation on Google classroom. Teacher discuss
SC-7WS the content, collates the information, rectifies data (if required) and uploads on Google classroom
SC-8WS for the whole class.
SC-9WS
f. Comprehension: All students will complete a close-passage and a comic-strip on the fossilisation
processes. Depending upon the ability of students,
- They will be provided with a word bank on fossilisation and with first letter hints.
- They will also have to write a few words to describe each stage.
- No hints will be provided. They will also have to write a paragraph.

13
 18918928_102098_CTL Assignment 1_2H2018

K & U content WS Teaching and learning strategies Resources Registration

descriptor outcome
g. Teacher-led lesson on fossil dating: Teacher facilitates discussion on dating the fossils by inter-
Students: relating the concepts form Earth and environment (rock formation) and chemistry (carbon dating
b. relate the fossil and radioactivity). Teacher explains the concepts to reinforce student learning. Students complete
record to the age a worksheet on absolute dating to analyse the given data and find the age of fossils.
of the Earth and
the time over SC-7WS h. Comparison to present day life forms: Students work on the worksheet ‘Evolution of horse’ to
which life has
explain that the fossils can be used to explain the evolution of present day life forms.
been evolving
i. Glossary: Students update their glossaries with new metalanguage with brief description of the
key terms.

Students: 2. Evidences of evolution (contd.)

a. describe
scientific 2.3 Age of earth 2.3. Geological time scale video
evidence that a. Visual stimulus: Students watch a video on geological time scale and take written notes https://www.youtube.com/watch?
present-day v=rWp5ZpJAIAE
organisms have b. Comprehension: Students will read and comprehend information on the geological time scale Worksheet based on
evolved from https://australianmuseum.net.au/the
using the worksheet based on Australian museum weblink
organisms in the -geological-time-scale
past Worksheet on Radiometric dating
c. Research-based task (in groups): Students work in groups to research the salient features of each
SC-6WS
era, its timescale, biodiversity and events that followed its change. Each group prepares 500-600
Students: SC-7WS
words report on the era (handwritten/google doc) and shares it with the class. Students can
b. relate the fossil SC-9WS
present this information as face to face presentation or just upload it for others to view (on google
record to the age
of the Earth and classroom).
the time over
which life has SC-7WS d. Structed worksheets on Radiometric dating using Index fossils: Teacher explains the link between
been evolving index fossils and radiometric dating. Students demonstrate their understanding through provided
worksheet.

e. Glossary: Students update their glossaries with new metalanguage with brief description of the
key terms.

2.4 Geographical distribution

SC-8WS a. Inference: Students examine the world map showcasing biodiversity of flora and fauna and infer
reasons for their distribution. 2.4 Worksheet adapted from
Adjustment: Students complete a comprehension task on the geographical distribution of fossils. National Science 10
In pairs students will physically cut and paste the continents together (Pangea) on a A4 cardboard Science Essential 10
Created powerpoint presentation
to demonstrate the fossil geographical distribution of fossils. Video link https://bit.ly/2NoNFCY

14
 18918928_102098_CTL Assignment 1_2H2018

K & U content WS Teaching and learning strategies Resources Registration

descriptor outcome

b. Teacher-led discussion: Teacher plays a video on evolution of marsupials. Students complete the
SC-8WS provided worksheet on the task followed by class discussion facilitated by teacher using open-
ended questions to form student learning and relate evolution to plate tectonics.

2.5 Comparative anatomy

a. Teacher facilitated discussion: Students will be shown different types of limbs between
organisms on a PowerPoint to highlight the possibility that all organisms originated from a
common ancestor. Through discussion, students will demonstrate their inference skills/prior 2.5 Pearson Sciecne10
Pearson Science Activity book10
knowledge of the term comparative anatomy.
Interactive powerpoint presentation
Game link https://bit.ly/2BU4W5D
b. Research-investigation (in pairs): Students collect information from specimens or secondary
SC-6WS sources to complete a table comparing vertebrate forelimbs
SC-7WS
c. Teacher led lesson: Teacher explains about homologous, analogous structures, convergent and
divergent evolution using an interactive power-point presentation and real-life examples.
Students to take notes (type or handwrite).

d. Interactive game: Students demonstrate their understanding through playing the game ‘Are they
SC-8WS homologous or analogous structures’.

e. Glossary: Students update their glossaries with new metalanguage with brief description of the
key terms.

2.6 Embryology
Hands-on investigation (in pairs): Students are shown pictures of different types of embryos to
demonstrate the similarities and differences of embryos at the first stages of life. After a class
SC-7WS discussion, students will complete a close passage with a word bank and first letter hints or 2.6 Cut outs for variety of embryos
worksheet to demonstrate their interpretation skills of embryology structures across different and their first stages of life
Worksheet on embryology
species structures
2.7 Transitional forms
a. Think, Pair & Share: Students research online about the presence of tailbone and appendix in
humans and other vestigial structures. They discuss their findings in pairs and share their work
SC-6WS with the whole class. Students may upload their work on Google docs as well. 2.7 Interactive powerpoint
SC-7WS presentation.
SC-9WS b. Inference: Teacher explains the features of transitional forms common to individual species.

15
 18918928_102098_CTL Assignment 1_2H2018

K & U content WS Teaching and learning strategies Resources Registration

descriptor outcome
Students infer features for seed fern, archaeopteryx, lobe finned fish.

2.8 Biochemical similarities

a. Class discussion: Teacher facilitates a class discussion on the concept of DNA, genes and
proteins to assess students’ prior knowledge in the area. Students discuss in pairs and share their 2.8 Video link ‘DNA spells
knowledge with the class (verbally or through Google classroom). evolution’
https://www.youtube.com/watch?
b. Visual stimulus: Teacher plays the video ‘DNA spells evolution’. Students complete a worksheet v=uI_Q1kjmfxo
Slideshow ‘Common ancestry: It’s
as they are working through this video clip.
in our DNA’
https://learn.genetics.utah.edu/conte
c. Teacher-led lesson: Include age appropriate information on genetics, DNA sequences, role of
nt/evolution/common/
DNA in evolution, phylogenetic trees and inheritance. Teacher uses the slide show on ‘Common
Ancestry: It's in our DNA’ to explain how DNA acts as an evidence to evolution. can choose to
Interactive phylogenetic tree
provide notes or students to write/type notes. https://learn.genetics.utah.edu/conte
nt/evolution/tree/
d. Interactive activity: Students use the online interactive phylogenetic tree to explore the genetic Worksheet https://bit.ly/2NtHcqk
SC-8WS patterns and relationships among different organisms. They complete the provided worksheet to
demonstrate their understanding on the area.

2.9 Does the evolutionary evidences need a rethink

SC-7WS Summary for evaluation: Students prepare a 700 to 800-word summary of the discussed pieces of
SC-8WS evidence that support evolution with examples and whether they think that we need to think 2.9 Weblink
SC-9WS rethink about these evidences depending upon the current research. They reflect on the resources https://go.nature.com/2FunO99
provided to them throughout the unit and the given article form Nature. They submit their work
in any form they like (word doc, handwritten, poster, powerpoint, blog etc.)

Students: 3. Theories of evolution 3.1. Some weblinks for research

a. describe https://bbc.in/1DCXAYh;
scientific SC-6WS 3.1 Evaluating the historical treatment of evolutionary theory https://bit.ly/2wB5lGq;
evidence that SC-7WS a. Research investigation (in pairs): Students conduct a research investigation using secondary Timeline software form
present-day SC-9WS sources to outline the contributions of different scientists to the evolutionary theory. They create https://time.graphics/
organisms have a timeline from the extracted data and information and submit it on google classroom or Google classroom
evolved from handwrite in their science workbooks. Teacher discusses the history to rectify misconceptions. Created interactive powerpoint
organisms in the
past
b. Visual stimulus- Natural selection: Students will watch the following video clip on natural Video on Natural selection
Students: selection. Students will answer questions to accompany this video in groups or individually. https://bit.ly/2a5l70v
c. explain how Depending upon the student ability, teacher can, Core Science Stage 5 pp 336-341
16
 18918928_102098_CTL Assignment 1_2H2018

K & U content WS Teaching and learning strategies Resources Registration

descriptor outcome
natural selection - provide inference-style questions to develop high-order thinking Science Essential 10 pp 121-127
relates to changes - the graphic organiser, ‘starburst’ to summarise the information on Natural Selection. National Science 10 pp 48-56
in a population, - the graphic organiser, ‘fishbone’ to summarise the information on Natural Selection. National Science 10 p45-47
such as the Worksheet - Darwin Theory -
development of Elephant (folders)
resistance of Picture - Elephants Darwin vs
bacteria to Lamarck's Theory (folders)
antibiotics and Worksheet - Charles Darwin - The
insects to Theory of Evolution (folders)
pesticides Worksheet - Darwin and Evolution
-finches (folders)

3.2 Conceptual Inventory of Natural Selection 3.2 Questionnaire adapted form

Multiple-choice & short essay type questions (individual): Students demonstrate their https://www.ncbi.nlm.nih.gov/pmc/
understanding on Darwin’s theory of Natural selection by completing a questionnaire having articles/PMC3763015/
SC-8WS multiple choice distractor questions and short essay type inference-based questions to clarify
their misconceptions.

3.3 Alternate ideas to the theories of evolution and natural selection

a. Class debate (in groups): Students are divided into groups of four. They research secondary
sources on the alternate ideas of evolution, include ideas of Divine theory, Aboriginal theory of
SC-6WS life on earth and existence to evaluate these ideas and formulate a response that they view to be
SC-7WS
justified. They present their work in class in a debate format.
SC-8WS
SC-9WS
b. Reflection (individual): Each student evaluates the historical treatment of evolutionary theory,
chooses the scientific contribution that they think is most important in forming the theory and
justifies the reason for selection. (word doc, handwritten)

Summative Assessment Task

SC-4WS
SC-6WS ‘The impact of biological research on environment and biodiversity’
SC-7WS Students work in groups of 3-4 to perform a research-based investigation on the topic and evaluate
SC-8WS the benefits and the interlinked ethical considerations to develop an evidence-based argument and
SC-9WS submit their work as a multimodal presentation/video.

Groups can choose ONE of the following biological research areas as the focus of their investigation
- Antibiotics/Pesticides
- Genetically modified organisms (GMOs)
- Gene silencing/editing

17
 18918928_102098_CTL Assignment 1_2H2018

K & U content WS Teaching and learning strategies Resources Registration

descriptor outcome
- Gene cloning

The presentation should clearly demonstrate collaboration between group members to undertake
effective research, analyse and evaluate the information to form an evidence-based argument. It
should include an,
- Introduction of the chosen biological research area and the reason for selection
- Background of the area and its benefits to the society
- Ethical considerations interlinked with the area
- Synthesis of research for evaluation of the benefits and concerns
- Evidence-based argument to conclude the investigation

Evaluation

18
REPORT OF RECOMMENDATIONS
An evaluation of the unit ‘Fossils & Evolution’ raised major concerns in relation to student
understanding, knowledge transfer and general capabilities. Based on the requirements of The
Australian Curriculum and current literature in educational research, this report proposes
reconstruction of the entire unit and implementation of ‘Exploring the Evolution’ as the new unit for
teaching evolutionary concepts in Year 10 Science classes. Following recommendations have been
formulated with a focus to improve the student learning experience for success.

1. Provide increased opportunities to comprehend and compose information for improvement in

literacy skills

The original unit showcases a limited focus on developing scientific metalanguage and literacy in
students. Apart from a glossary of scientific words and few comprehension-based worksheets with
word banks/clues, there are no opportunities for students to comprehend and compose
information. The Australian Curriculum, marks literacy skills as a crucial pre-requisite to access,
understand and evaluate any form of information (ACARA, 2013). To address this, the
reconstructed unit is developed to incorporate a wide range of activities based on reading,
listening, viewing, speaking and writing (discussions/comprehensions/reflections/debates/
presentations/ research tasks). Incorporation of these changes will provide students with
opportunities to comprehend data, understand decontextualized information, express knowledge
and construct arguments, and are therefore imperative for the development of abstract reasoning
and effective communication in students (Seddon, 2017). Persistent exposure to scientific
metalanguage is implemented throughout the unit through an extended ‘glossary’ constructed by
the students themselves to improve their metacognition and scientific literacy. This will not only
build a link between understanding and assessment, but also enable students to develop critical
and analytical thinking (Fenty & Brydon, 2017).

2. Embed calculation-based activities to build transferable skills and quantitative competency

The original unit lacks approaches to build or apply existing numeracy skills. Students’ inability to
transfer their existing skill set form one discipline to another results in disjoined learning and
fosters quantitative incompetency (Feser, Vasaly & Herrera, 2013). To address this concern, the
reconstructed unit incorporates timeline construction activity for identifying trend and patterns,
and activities based on calculating the age of fossils/rocks for analysis and interpretation of data.
These changes will allow synthesis of conceptual knowledge from chemistry as well as earth and
environmental science into the living world to build a cohesive conceptual understanding on
19
 18918928_102098_CTL Assignment 1_2H2018

evolution. Integration of numeracy skills with science will not only enable students to explore
inter-disciplinary relationships, but also transfer their knowledge across different contexts
(ACARA, 2013). Research suggests that quantitative competency built through such activities is
critical to effectively interpret and analyse data, and develop logical thinking and decision-making
skills (Goos, Geiger & Bennison, 2015).

3. Maximise the application of ICT skills for understanding, engagement and technological
literacy

The Australian curriculum recognises ability of students to “access, create and communicate
information, solve problems” as their ICT capability (ACARA, 2013). The original unit provides a
number of opportunities to students to stimulate their learning process for meaningful experiences.
However, it limits the hands-on application of their ICT skills which may hamper scientific
understanding, technological literacy and students’ overall educational outcomes (Ghavifekr &
Rosdy, 2015). To address this, the report suggests for maximising the use of available ICT
infrastructure for building ICT capability in students. This is demonstrated in the reconstructed
unit through increased exposure to varied range of ICT based resources (quiz/interactive
game/power-points/google classroom) to promote understanding, critical thinking and engagement
(Ghavifekr et al., 2016). Integrating a wide range of activities that encourage application of ICT
skills (creating power-point presentations/mind maps/timelines/google docs; undertaking a range
of research-based tasks) will provide opportunities to students to improve their ICT capabilities by
accessing, analysing, processing and communicating information (Hu et al., 2018). Incorporation
of these changes enable teachers to broaden students’ knowledge paradigm, challenge them and
promote high-order thinking (Ghavifekr & Rosdy, 2015).

4. Increase opportunities to engage in scientific inquiry and evaluate information, to solve

problems and design solutions, both independently and in collaboration

Melbourne declaration identifies the integration of experiences that enable students to develop
critical and creative thinking and, be personally and socially competent, as the foundation of
learning (ACSA, 2015; Towns & Arnett, 2014; ACARA, 2013). The existing unit of work is based
on a deductive-teacher centred approach and thus provides bare minimum opportunities for
students to explore and evaluate information and develop critical/creative thinking, both
independently and in collaboration. Absence of such experiences negatively impact problem-
solving and decision-making abilities, result in rote-memorisation, fragmented learning, lack of
self-regulation, and foster aversive social interactions (Sanders, 2016; Towns & Arnett, 2014).

20
 18918928_102098_CTL Assignment 1_2H2018

As demonstrated in the reconstructed unit, this issue can be addressed by providing an increased
number of opportunities to generate and evaluate knowledge/ideas and construct knowledge
(through guided-discussions, inference/evaluation-based responses, reflections, debate, puzzles,
quiz, game, modelling and research tasks). Such changes will enable students to process and
evaluate available information, reflect on their perceptions and prior-learning to develop deeper
understanding and high-order thinking for knowledge construction (Yuliani & Saragih, 2015).
They allow students to seek alternative pathways and generate innovative ideas/solutions, and thus
allow the development of problem-solving skills (Sanders, 2016). Opportunities to engage in
scientific inquiry and problem-solving activities, both independently and in collaboration through
discussions, brainstorming, research and hands-on investigations are well reflected in the
reconstructed unit. These experiences encourage the formation of social relationships through
positive interactions, allow the development of self and social awareness, as well as self and social
management (Towns & Arnett, 2014). By empowering students to build their personal and social
capacity, such opportunities enable them to make responsible decisions and manage challenging
situations (ACARA, n.d.).

5. Reconstruct the unit using UbD framework and integrate a continuum of assessment methods
to enhance deep understanding and meaningful inquiry-based learning

Design and structure of a unit considerably influences the formation of learning in students. To
support learning in low-ability students the current unit was designed with a focus on covering the
contents in the syllabus using a teacher-centred learning approach. Absence of student learning
outcomes and concept map from the unit outline and lack of formative assessment strategies
throughout the unit reflect flaws in the unit design. Lack of focus on the student learning outcomes
(SLOs) in unit planning and teacher-centred approach can easily result in accidental teaching and
learning, inhibit student engagement, promote irrelevant learning and rote memorisation (Emory,
2014). UbD framework provides a mean to identify the relevance of content for a meaningful
learning experience (McTighe & Wiggins, 2012).
In order to improve the student learning experience, the entire unit has been reconstructed using
UbD framework. To begin with, the desired SLOs and the essential questions accompanying the
conceptual understanding of evolution were identified. This was followed by designing a
continuum of assessment methods to evaluate and support learning. Finally, a wide range of
teaching and learning strategies based on the student-centred IBL approach were planned to align
with the outcomes. By aligning the teaching strategies with the desired SLOs, UbD allows
teachers to focus on the development of deep understanding, relevant skills and transferable
learning in students for educational success (Yurtseven & Altun, 2017; Emory, 2014). Using a
structured/guided inquiry-based approach for designing resources/activities promote student
21
 18918928_102098_CTL Assignment 1_2H2018

inquiry and engagement for construction of knowledge and development of self-directed,

independent leaners (Abdi, 2014; Brandenburg & Wilson, 2013). Integration of a continuum of
assessment methods within the instructional period through formal/informal checks, self-
reflections, performance tasks and academic prompts enables evaluation of learning for
reinforcement/remediation (Gupta, 2016; McTighe & Wiggins, 2012).

Conclusion
Evaluation and reconstruction the existing unit is imperative to enhance its suitability and improve
student learning. In line with the Melbourne Declaration on Educational Goals for Young Australians
2008 (ACARA, 2013), these recommendations intend to develop deep understanding and skills that
will enable students to translate their knowledge into practical applications. The incorporated changes
expand students’ general capabilities to develop analytical thinking, social competence and new
expertise.

REFERENCES

Abdi, A. (2014). The effect of inquiry-based learning method on students’ academic achievement in
science course. Universal Journal of Educational Research, 2(1), 37-41. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1053967.pdf

22
 18918928_102098_CTL Assignment 1_2H2018

Australian Curriculum, Assessment and Reporting Authority. (2013). The Shape of the Australian
Curriculum: Version 4.0. Retrieved from
http://docs.acara.edu.au/resources/The_Shape_of_the_Australian_Curriculum_v4.pdf

Australian Curriculum, Assessment and Reporting Authority. (n.d). General capabilities in the
Australian curriculum: Science. Retrieved from http://docs.acara.edu.au/resources/Science_-
_GC_learning_area.pdf

Australian Curriculum Studies Association. (2015). Australian Curriculum: Technologies with a focus on
critical and creative thinking. Retrieved from
http://www.acsa.edu.au/pages/images/ACSA_news_2015_December.pdf

Brandenburg, R., & Wilson, Z. (2013). Pedagogies for the future leading quality learning and teaching in
higher education. Rotterdam: Sense Publishers. Retrieved from
https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=3034855&query=

Bridges, S. M., Corbet, E. F., & Chan, L. K. (2015). Designing problem-based curricula: The role of
concept mapping in scaffolding learning for the health sciences. Knowledge Management & E-
Learning, 7(1), 119– 133. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.902.7544&rep=rep1&type=pdf

Collins, R. (2014). Skills for the 21st century: teaching higher-order thinking. Curriculum & Leadership
Journal, 12(14), Retrieved from
http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?issueID=12910

Emory, J. (2014). Understanding Backward Design to strengthen curricular model. Nurse Educator, 39(3),
122–125. Retrieved from https://oce-ovid-com.ezproxy.uws.edu.au/article/00006223-201405000-
00006/HTML

Fenty, N. S., & Brydon, M. (2017). Integrating literacy and the content curriculum to support diverse
learners. Learning Disabilities: A Contemporary Journal, 15(2), 225-238. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1160659.pdf

Feser, J., Vasaly, H., & Herrera, J. (2013). On the edge of mathematics and biology integration: Improving
quantitative skills in undergraduate biology education. CBE Life Sciences Education, 12(2), 124–

23
 18918928_102098_CTL Assignment 1_2H2018

128. http://doi.org/10.1187/cbe.13-03-0057. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3671635/

Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and learning with
ICT tools: Issues and challenges from teachers’ perceptions. Malaysian Online Journal of
Educational Technology, 4(2), 38-57. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1096028.pdf

Ghavifekr, S. & Rosdy, W. A.W. (2015). Teaching and learning with technology: Effectiveness of ICT
integration in schools. International Journal of Research in Education and Science, 1(2), 175-191.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1105224.pdf

Goos. M., Geiger, V., & Bennison, A. (2015). Conceptualising and enacting numeracy across the
curriculum. In Beswick, K.., Muir, T., & Wells, J. (Eds.). Proceedings of 39th Psychology of
Mathematics Education conference, 3, 9-16. Hobart, Australia: PME. Retrieved from
https://bit.ly/2MEXD72

Gupta, K. (2016). Assessment as learning. The Science Teacher, 83(1), 43-47. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1755024871?accountid=36155

Hu, X., Gong, Y., Lai, C., & Leung, F. K. S. (2018). The relationship between ICT and student
literacy in mathematics, reading, and science across 44 countries: A multilevel
analysis. Computers & Education, 125, 1-13. Retrieved from https://www-sciencedirect-
com.ezproxy.uws.edu.au/science/article/pii/S0360131518301416

McTighe, J., & Wiggins, G. (2012). Understanding by design framework. Alexandria, VA: ASCD.
Retrieved from
https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Muskin, J. A. (2015). Student Learning Assessment and the Curriculum: issues and implications for
policy, design and implementation. In-Progress Reflections No.1 on Current and Critical Issues in
the Curriculum and Learning. UNESCO International Bureau of Education. Geneva: Switzerland.
Retrieved from http://unesdoc.unesco.org/images/0023/002354/235489e.pdf

24
 18918928_102098_CTL Assignment 1_2H2018

Sanders, S. (2016). Critical and creative thinkers in mathematics classrooms. Journal of Student
Engagement: Education Matters, 6(1), 19-27. Retrieved from
https://ro.uow.edu.au/cgi/viewcontent.cgi?
referer=https://www.google.com.au/&httpsredir=1&article=1043&context=jseem

Seddon, M. (2017). Strategies for integrating literacy into a science classroom. In Graduate Research
Papers. 115. Retrieved from https://scholarworks.uni.edu/grp/115

Towns, S., & Arnett, D. (2014). The General Capabilities: A project approach to its
implementation, assessment and reporting. Australian Educational Leader, 36(3), 12-14.
Retrieved from https://search-informit-com-
au.ezproxy.uws.edu.au/fullText;dn=889393114046472;res=IELHSS

Yuliani, K. & Saragih, S. (2015). The development of learning devices based guided discovery model to
improve understanding concept and critical thinking mathematically ability of students at Islamic
junior high school of Medan. Journal of Education and Practice, 6(24), 116–129. Retrieved from
https://eric.ed.gov/?id=EJ1078880

Yurtseven, N., & Altun, S. (2017). Understanding by Design (UbD) in EFL teaching: Teachers'
professional development and students' achievement. Kuram Ve Uygulamada Egitim
Bilimleri, 17(2), 437-461. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1888670349?accountid=36155&rfr_id=info%3Axri
%2Fsid%3Aprimo

25
APPENDICES
Appendix 1 – Original Scope & Sequence
CAMBRIDGE PARK HIGH SCHOOL Year 10 Science 2017 | Stage 5 | 2017
Term 1 - 10 weeks 2 days
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10 Week 11
(Only 2 days)
The Mysterious Universe Chemical Reactions
7 lessons per fortnight 7 lessons per fortnight
SC5-12ES, SC5-10PW SC5-16CW, SC5-17CW Common Assignment (Week 8 issue, Due
Week 10)
Term 2 - 9 weeks 3 days
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
(Only 3 days)
Fossils and Evolution Reproduction and Genetics
7 lessons per fortnight 7 lessons per fortnight
SC5-15LW Half Yearly Examination SC5-14LW
(Week 4/5)
Term 3 - 9 weeks 4 days
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
(Only 4 days)
Reproduction Motion The Body Responds
and Genetics
7 lessons per fortnight 7 lessons per fortnight
SC5-14LW SC5-10PW, SC5-11PW Practical Experience (Week 5/6) SC5-13ES, SC5-14LW
Term 4 - 10 weeks
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10
The Body Responds Improving Science Skills Mechanical Advantage
7 lessons per fortnight 7 lessons per fortnight
SC5-13ES, SC5-14LW Yearly Examination (Week
5/6)

Appendix 2 – Original unit outline

Fossils and Evolution | Stage 5 | Science

26
 18918928_102098_CTL Assignment 1_2H2018

Summary Duration
In this unit, students learn about fossils and evolution of life Term 2; 5 weeks; 7 lessons per fortnight

Unit overview Enter your own title

This unit investigates the ways in which fossils are formed and what fossils tell us of
past conditions. Fossils are also used as one of the pieces of evidence in support of
the theory of evolution as put forward by Darwin and Wallace. Students study
Darwinian theories such as the survival of the fittest and evidence that support
these ideas. Finally, the topic looks at how organisms are affected and changed over
time through genetic variance and through environmental factors.

Outcomes Assessment overview

Science K-10 Assessment
SC5-15LW explains how biological understanding has advanced through scientific Pre and post spelling test
discoveries, technological developments and the needs of society Topic test
Formative assessment tasks: quizzes, research tasks, presentation, scaffolds
(starburst/fishbone)

K&U content Teaching, learning and assessment Strategies Resources Registration

Stage 5 - Living 1. Describe the conditions needed Conduct a pre-test to determine what prior 1. Pearson 10 Activity Book pp 22-23
World for the formation of fossils. knowledge the students have on the topic. Students A-Z of Science Bk4 p15
b. relate the fossil 2. List the different eras of evolution are to conduct vocabulary activities including Core Science Stage 5 pp 326-332
record to the and how they are determined copying the spelling words, searching the definitions
age of the through the study of rock strata. of the spelling words by using a dictionary and
putting these words into sentences. 2. National Science 10 p 63
Earth and the 3. Give examples of fossilised life
time over Core Science Stage 5 pp 333-335
forms.
which life has Students will watch a short video clip introducing the Pearson 10 Activity Book p 33, 45-46
been evolving topic fossilisation. https://www.youtube.com/watch? Science Essential 10 p 128-129
a. describe v=zHM3J6igfZ8
scientific Utilise an interactive PowerPoint Presentation for 3. Pearson 10 Activity Book p 33, 47
evidence that different fossilisation types and real-life examples. Worksheet - Fossils (folders)
present-day All students will complete a close-passage and a
organisms Worksheet - Fossils everywhere
comic-strip on the fossilisation processes. (folders)
have evolved
They will be provided with a word bank on
from
fossilisation and with first letter hints or few words to
organisms in
describe each stage/ No hint will be provided and
the past
they will also have to write a paragraph.
Students can conduct computer research in pairs on
different real-life examples

27

K&U content Teaching, learning and assessment
4. Describe evidence for the theory
of biological evolution:
a. Fossil Record
b. Comparative Anatomy
c. Embryology
d. Geographical distribution
e. Biochemistry/DNA
18918928_102098_CTL Assignment 1_2H2018
Strategies Resources Registration
Fossil Record –Students will watch the following
YouTube clip https://www.youtube.com/watch?
v=dPiw1nH4NZM once. One the second video 4. a. Core Science Stage 5 p342
playing, the teacher will pause and discuss concepts
Science Essential 10 p133
in order to complete a written set of questions. There
National Science 10 pp 63-65
will be a teacher facilitated discussion on fossil
records. b. Core Science Stage 5 p343
Science Essential 10 p133
Comparative Anatomy –Students will copy the National Science 10 pp 68-69
definition of comparative anatomy; discussion of the Pearson 10 Activity Book pp 33, 47-48,
term will be conducted to determine their inference 49-50
skills. The definition will be revisited at the end of the c. Science Essential 10 p133, 136
lesson within the ‘review and recap’ section of the
National Science 10 p 71
lesson. Students will be shown different types of
limbs between organisms on a PowerPoint to Worksheet - 16.4 Evidence for
highlight the possibility that all organisms originated Evolution (folders)
from a common ancestor: through group facilitation, d. Science Essential 10 p132
students will individually have to colour the National Science 10 p 70
comparative anatomy between the organisms. Worksheet - The Evidence for Evolution
Students will complete a worksheet to demonstrate (folders)
their interpretation skills of anatomy structures e. Core Science Stage 5 p343
across different species.
Science Essential 10 p136
Through discussion, students will be conducted to
National Science 10 pp 66-67
determine their inference skills/prior knowledge of
the term comparative anatomy.
Embryology - Students are shown pictures of
different types of embryos to demonstrate the
similarities and differences of embryos at the first
stages of life. After a class discussion students will
complete a close passage with a word bank and first
letter hints; worksheet to demonstrate their
interpretation skills of embryology structures across
different species
Geographical distribution - Students will complete a
comprehension task on the geographical distribution
of fossils. Through class facilitation or in pairs
students will physically cut and paste the continents
together (Pangea) on a A4 cardboard to demonstrate
the fossil geographical distribution of fossils.
- Students will be verbally quizzed on the different
types of fossil evidence distributed across our
28
 18918928_102098_CTL Assignment 1_2H2018
K&U content Teaching, learning and assessment Strategies Resources Registration
continents.

Biochemistry/DNA – Students will watch the following

YouTube clip and will have to complete a worksheet
as they are working through this video clip
https://www.youtube.com/watch?v=IbY122CSC5w
- Answers will be followed by a class discussion.
To summarise this syllabus outcome, the following
video will be shown https://www.youtube.com/watch?
v=lIEoO5KdPvg

As a formative assessment task, students will work in

pairs to complete a webquest based on the following
website
http://www.darwinwasright.org/fossil_record.html#
As a formative assessment task, students will
individually complete a concept map of the all the
different types of evidence for the theory of
biological evolution utilising the Lucid Chart online
program.

Stage 5 - Living 1. a. Describe Darwin's theory of (F, MA, FT) – As an introduction to the topic, students 1a. Core Science Stage 5 pp 336-341
World evolution and the theory of natural will watch the following video clip on natural Science Essential 10 pp 121-127
c. explain, using selection. selection: https://www.youtube.com/watch? National Science 10 pp 48-56
examples, how b. Describe factors needed for the v=vnktXHBvE8s
b. National Science 10 p45-47
natural natural selection process. Students will answer questions to accompany this
selection video.
relates to (MA, F) - Inference-style questions will be utilised for
changes in a all groups in order to determine their understanding
population, of the concept through higher order thinking.
e.g. in the (FT) – These students will complete the graphic
development organiser, ‘starburst’ to summarise the information
of resistance of on Natural Selection. (MA and FT) – These students
bacteria to will complete the graphic organiser, ‘fishbone’ to
antibiotics and summarise the information on Natural Selection.
2. Relate the theory of natural
insects to 2. National Science 10 p 72
selection to resistance in bacteria to
pesticides
antibiotics and insects to pesticides. Have students read through a passage on how
d. outline the
natural selection has increased the resistance of
roles of genes
bacteria like tuberculosis to antibiotics (see webpage
and
below)
environmental
factors in the http://www.bbc.co.uk/schools/gcsebitesize/science/e
survival of dexcel/problems_in_environment/infectiousdiseasere
organisms in a v6.shtml
population Complete a short quiz to demonstrate student
29

K&U content Teaching, learning and assessment
3. Describe how environmental
factors and genetics play their part
in natural and artificial selection.
4. Discuss alternate ideas to the
theories of evolution and natural
selection.
18918928_102098_CTL Assignment 1_2H2018
Strategies Resources Registration
understanding
http://www.bbc.co.uk/bitesize/quiz/q35175596
Have a class talk on what is a pesticide and how they
are utilised within farming. Explain how overuse of 3. Core Science Stage 5 pp 345-347
pesticides causes insects to develop populations that National Science 10 p57
are immune to the effects of the pesticide and the
need for science to develop new and innovative
solutions to the problems this causes.
Students will undergo the stick worm practical
(coloured matchstick distribution) to demonstrate
Darwin’s theory of natural selection.
(FT) - The class will answer simple practical questions
and complete a pie-graph to deduce their
understanding of the concept.
(MA and F) – These students will be required to
complete an experimental scaffold on the practical
activity and include a tally table within their results.
The focus class can be challenged to answer high-
order questions within their discussion.
Discuss as a class group the ideas of Divine Creation
and flaws within this theory. Include the dinosaur 4. Core Science Stage 5 pp 348-349
disappearance and the eradication of small pox
National Science 10 pp 58-60
through inoculation on a world scale.
Worksheet - Darwin and Lamarck
Students research and answer questions relating to
comparison (folders)
one Aboriginal theory of how life on Earth was
established. They are asked to give their ideas on the Worksheets - The Meaning of Evolution
Aboriginal theory of existence and why Darwin’s (folders)
theory better explains the evolution process.
(F) and (M) Students utilise computer technology to
research the theory of Lamarck and generate
responses to questions comparing Lamarck’s theory
to those of Darwin.
(FT) Students are given a website address that
discusses Lamarck’s theory in a simplified form and
answer questions relating to the text as a group.
Student responses are written on the board and then
copied to their workbooks.
http://www.bbc.co.uk/schools/gcsebitesize/science/oc
r_gateway_pre_2011/environment/4_survival_of_fitte
st6.shtml
Students complete the short quiz to test their
understanding of Lamarck’s theory.
30
 18918928_102098_CTL Assignment 1_2H2018
K&U content Teaching, learning and assessment Strategies Resources Registration
http://www.bbc.co.uk/bitesize/quiz/q40664761
Complete drawing exercise to show Lamarck’s theory
of acquired characteristics.
Focus (F); Mixed Ability (MA); Fast Track (FT) Metalanguage
Theory Evolution Survival Geological Evidence Formation Organism Darwin
Pesticide Antibiotic Selection Embryology Fossil Anatomy Bacteria
Distribution Strata Epoch Natural Artificial

Enter your own title Evaluation

31