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.
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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 rocks
provides 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
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Assumed knowledge:
Domain: knowledge and understanding
Refer to the Science Stages 4-5 Syllabus for the following:
4.8.2b identify 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.
5.9.4b describe 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
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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 (2 nd Ed), Oxford University 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) Australia Land Beyond Time, Reed New Holland
Websites www.austmus.gov.au/lostkingdoms
Excursions
Australian Museum
Video
Evidence for Evolution
Materials
Range of plant and animal fossils
Variety of objects to classify
Dichotomous keys – branching and numbered
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8.4.1: Analysis of the oldest sedimentary rocks provides evidence for the origin of life
Module Content (column 2 & 3)
Students 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
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Students:
8.1 Skills
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
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Suggested Teaching/Learning Strategies
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 newlydiscovered planet?
- brainstorm some of the different life forms present on earth today
(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
- make a model/poster of the conditions on early Earth and the origin of organic molecules using suitable materials.

Module Content (column 2 & 3)
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:
reason for their experiments
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
Reg
Students:
8.1 Skills
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
Suggested Teaching/Learning Strategies
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
science
 their contribution to hypotheses about the origin of life
 a discussion of the significance of the experiments in the debate on the
composition of the primitive atmosphere
 an acknowledgement of sources of information.
What changes in technology have assisted in the development of our understanding of the origin of life and evolution of living things?
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.
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8.4.2: The fossil record provides information about the subsequent evolution of living things
Module Content (column 2 & 3)
Students learn to/Students:
 identify the major stages in the evolution of living things, including the formation of:
organic molecules
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
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Students:
8.1 Skills
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
Suggested Teaching/Learning Strategies
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.
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Module Content (column 2 & 3)
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
Reg
Students:
8.1 Skills
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
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Suggested Teaching/Learning Strategies
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)
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
Reg
Students:
8.1 Skills
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
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Suggested Teaching/Learning Strategies
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 life developed by different cultures eg 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)
Students 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:
- Archaea
- Bacteria
 use available evidence to outline similarities in the environments past and present for a group of organisms within one of the following:
- Archaea
- 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
Reg
Students:
8.1 Skills
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
Suggested Teaching/Learning Strategies
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
- select a group of organisms within the Archaea or Bacteria and
 outline similarities in the environments past and present for that group.
As a class activity, students:
- 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.
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8.4.4: The study of present-day organisms increases our understanding of past organisms and environments
Module Content (column 2 & 3)
Students learn to/Students:
 explain the need for scientists to classify organisms
 describe the selection criteria used in different classification systems and discuss the advantages and disadvantages of each system
 discuss, using examples, the impact of changes in technology on the development and revision of biological classification systems
Reg
Students:
8.1 Skills
14.3 use available evidence to: a) design and produce creative solutions to problems
12.3 gather information from secondary sources by: d) summarizing and collating information
from a range of resources
14.1 analyse information to: a) identify trends, patterns and relationships as well as contradictions in data and information
Suggested Teaching/Learning Strategies
Voyager Stage 4
Why classify?
In teams, students:
- are provided with a tray of 20 small objects (eg plastic animals, plants, counters, discs, drawing pins, paper clips, birthday candles, candle holders, dice, rubber band etc). They are asked to look at them for 2 minutes and then write from memory a list of the objects they can remember
- discuss any difficulties involved in carrying out the task.
- suggest strategies to improve the outcome if they were permitted to repeat the task.
- define the word ‘classification’
- discuss other systems where classification is useful – eg. library, supermarket
- brainstorm possible criteria for classifying books. eg. colour, size, author, subject and evaluate the usefulness of each criterion
- discuss the arbitrary nature of classification systems
- discuss and list reasons why scientists classify the 2 million species that exist today
- outline the different systems of classification of living things that have been used over time. eg 2-, 3-, 4-, 5-, 6- Kingdom Systems
- construct a table to compare these different systems
(suggested column headings – Classification System/Kingdom Names/Selection
Criteria/Advantages and Disadvantages of the System)
Using a teacher-provided scaffold, students:
- use secondary sources to gather information and write a report on the impact of changes in technology on the development and revision of biological classification systems (include changes in microscope, geological and biochemical technologies)
- link the technological changes to specific changes in the number of kingdoms in the biological classification systems. (eg. Revision of 2-Kingdoms to 3-Kingdoms due to the light microscope and revision of 3-Kingdoms to 4-Kingdoms due to the electron microscope)
- deduce that it is likely that classification systems will be further modified with future developments in technology.
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Module Content (column 2 & 3)
Students learn to/Students:
 describe the main features of the binomial system in naming organisms and relate these to the concepts of genus and species
 explain how levels of organisation in a hierarchical system assist classification
 identify and discuss the difficulties experienced in classifying extinct organisms
 explain how classification of organisms can assist in developing an understanding of present and past life on
Earth
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Students:
8.1 Skills
14.2 solve problems by: d) evaluating the appropriateness of different strategies for solving an identified problem
13.1 present information by: e) using a variety of pictorial representations to show relationships and present information clearly and succinctly
Suggested Teaching/Learning Strategies
How can classification of organisms assist in developing an understanding of life on earth?
Following a teacher-led discussion or video on the importance of the work of Linnaeus and his binomial system of nomenclature, students:
- define the terms ‘genus’ and ’species’
- relate genus and species to their own surname and given name
- recall the binomial names for humans and some Australian animals and plants.
- describe the steps that need to be taken to decide if a newly-discovered organism is a new species
- evaluate the appropriateness of the strategies suggested.
Following a teacher-led discussion, students:
-draw an analogy of the use of a hierarchy to assist in classification by using a student’s place on planet Earth. (eg, First name, Surname, Street Name, Suburb, City,
State, Country, Planet).
- list the different levels used in biological systems from the smallest group (most alike) to the largest group (least alike). i.e. species, genus, family, order, class, phylum, kingdom
- construct a mnemonic to help them remember the hierarchy for biological classification (eg. King Phil Classed Ordinary Families as Generous and Special)
- classify humans according to this hierarchy
- explain in a written paragraph how levels of organisation in a hierarchical system assist classification
- list the main difficulties experienced in classifying extinct organisms
- clarify using examples the issues involved in classifying extinct organisms eg finding fossil evidence which is often poorly preserved or incomplete; interpreting limited fossil evidence in different ways; no modern-day living organisms to compare fossils with; lack of ability to produce viable, fertile offspring which is evidence of a species
- using examples, illustrate how classification of organisms can assist in developing an understanding of present and past life on Earth eg construction of evolutionary trees , enabling us to develop an understanding of the relationships between present and past life on earth.
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Module Content (column 2 & 3)
Students learn to/Students:
 perform a first-hand investigation and gather information to construct and use simple dichotomous keys and show how they can be used to identify a range of plants and animals using live and preserved specimens, photographs or diagrams of plants and animals
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Students:
8.1 Skills
12.1 perform first-hand investigations by: a) carrying out the planned procedure, recognising where and when modifications are needed and analysing the effect of these modifications
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
14.3 use available evidence to: b) propose ideas that demonstrates coherence and logical progression and include correct use of scientific principles and ideas
Suggested Teaching/Learning Strategies
How are dichotomous keys used to identify plants and animals?
With teacher guidance, students:
- recall the use of dichotomous keys to identify plants and animals
- use different types of dichotomous keys (branching and numbered) to identify some plants and animals
- list the steps taken when using a numbered key to identify an organism, a justifying why each step was taken
- discuss the appropriateness of using objective rather than subjective criteria in constructing dichotomous keys.
In pairs, students:
- construct a branching key for 10 small objects (eg. dice, match, rubber band etc) OR a variety of mixed lollies (which can be eaten if key is successful) based on objective criteria
- evaluate each others keys by using them and assessing the validity of the criteria used
- modify their keys if necessary
- construct numbered dichotomous keys, using live and preserved specimens, photographs or diagrams to identify a range of flowering plants and a range of insects
(or other suitable animal and plant groups)
- evaluate and modify keys as necessary
Suggested Assessment for Learning Task (P1 & P3) - End of the Voyage of
Discovery
In teams, students:
- use their summaries of key concepts from the module Life on Earth and selected resources to:
- produce a product eg. dramatization, video, game, song, debate etc, with particular emphasis on the role of scientific research and technology in advancing our understanding of the evolution of life.
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Appendix
Sample
oncept Map
EARLY LIFE FORMS
PAST LIFE ON EARTH
FOSSIL RECORDS understanding of
ORGANIC MOLECULES
THEORIES OF THE
ORIGIN OF LIFE
PAST ENVIRONMENTS
GEOLOGICAL
TIME increased understanding of
RELATIONSHIP
BETWEEN PAST
AND PRESENT
ENVIRONMENTS
KEYS increased understanding of
CLASSIFICATION
PRESENT LIFE ON
EARTH
PRESENT ENVIRONMENTS
8.4
LIFE ON EARTH
BIOCHEMICAL, MOLECULAR & TECHNOLOGICAL
ADVANCES
REVISION OF
CLASSIFICATION SYSTEMS
INCREASED UNDERSTANDING OF
PROCARYOTIC ORGANISMS
ARCHAEOBACTERIA BACTERIA
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