Year 10 Origin of Species Unit Plan (2015)
Unit
Origin of Species
Time allocation
AusVELS level
4 weeks
9.5
(12 lessons)
Rationale
This unit provides the opportunity for students to understand and investigate how the theory of evolution by natural selection explains the diversity
of living things and is supported by a range of scientific evidence. Students will critically analyse how our scientific understanding, including
models and theories, are contestable and are refined over time through a process of review by the scientific community.
This unit provides the opportunity for students to develop questions and hypotheses that can be investigated using a range of inquiry skills. They
independently design and improve appropriate methods of investigation including the control and accurate measurement of variables and
systematic collection of data. They explain how they have considered reliability, safety, fairness and ethics in their methods and identify where
digital technologies can be used to enhance the quality of data. They analyse trends in data, explain relationships between variables and identify
sources of uncertainty. When selecting evidence and developing and justifying conclusions, they account for inconsistencies in results and identify
alternative explanations for findings. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently
held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and use appropriate
scientific language, representations and text types when communicating their findings and ideas for specific purposes.
Cross-Curriculum Priorities
Aboriginal and Torres Strait
Islander histories and cultures
Asia and Australia´s engagement
with Asia
Information and Communications Technology
ICT for visualising thinking
ICT for creating
ICT for communicating
Sustainability
Achievement Standards
Science Understanding
Science as Human Endeavour
The theory of evolution by natural selection
explains the diversity of living things and is Scientific understanding, including models
and theories, are contestable and are
supported by a range of scientific
refined over time through a process of
evidence:
review by the scientific community:
 outlining processes involved in natural
 considering the role of different sources
selection including variation, isolation
of evidence including biochemical,
and selection
anatomical and fossil evidence for
 describing biodiversity as a function of
evolution by natural selection
evolution
 investigating changes caused by
natural selection in a particular
population as a result of a specified
selection pressure such as artificial
selection in breeding for desired
characteristics
 relating genetic characteristics to
survival and reproductive rates
 evaluating and interpreting evidence for
evolution, including the fossil record,
chemical and anatomical similarities,
and geographical distribution of species
Science Inquiry Skills








Formulate questions or hypotheses that can be
investigated scientifically
Plan, select and use appropriate investigation
methods, including field work and laboratory
experimentation, to collect reliable data; assess
risk and address ethical issues associated with
these methods
Select and use appropriate equipment,
including digital technologies, to systematically
and accurately collect and record data
Analyse patterns and trends in data, including
describing relationships between variables and
identifying inconsistencies
Use knowledge of scientific concepts to draw
conclusions that are consistent with evidence
Evaluate conclusions, including identifying
sources of uncertainty and possible alternative
explanations, and describe specific ways to
improve the quality of the data
Critically analyse the validity of information in
secondary
sources
and
evaluate
the
approaches used to solve problems
Communicate scientific ideas and information
for a particular purpose, including constructing
evidence-based
arguments
and
using
appropriate scientific language, conventions
and representations
Page 2 of 6
Lessons
1–3
Sequence of learning activities &
teaching strategies
Practical Activities
5.1 Explaining Biodiversity






Understand how a scientific theory is
different from a theory.
Create a timeline or Students research in
small groups to explain how the following
scientists developed the theory of
evolution: Lamarck, Darwin and Wallace.
Discuss and outline the above scientists
theories and there limitations.
Complete the Experiment ‘Analysing Bird
Beaks’
Explain how Darwin used Artificial
Selection when developing the Origin of
Species theory.
Complete Practivity 5.2 ‘ Artificial Selection
in Humans
Assessment
opportunities
Resources
Weebly Site
10Sci.PR.Analysing Bird Beaks
(handout - use in conjunction to
practivity 5.1)
Darwin’s Finches
Video- 3mins
http://www.bbc.co.uk/learni
ngzone/clips/darwinsfinches/13929.html
Page 3 of 6
Lessons
4–6
Sequence of learning activities &
teaching strategies
Practical Activities
Assessment
opportunities
Resources
5.2 How do Species Evolve
Video:


Define the terms population and species.
Evolving Ideas: How
Does Evolution Really
Work?
Explain how natural selection is the
principal mechanism for evolution.
10.Sci.WS.Evolving
Ideas Video.2015
http://www.pbslearning
media.org/resource/tdc
02.sci.life.evo.howreall
y/evolving-ideas-howdoes-evolution-reallywork/
10Sci.WS.Peppered
Moth Interactive.2015
VIDEO
Darwin’s Brave new
World (FITA)
Video:
Evolving Ideas: How Does Evolution Really
Work? (approx. 10mins)
This video from Evolution takes students to
Ecuador to examine the research of a
modern-day Darwin, Chris Schneider.

o



Outline and apply the 4 steps required
for natural selection to occur.
Understand that variation is vital for natural
selection
o Gene and chromosomal level lead to
variation
o Allele frequencies
o Sexual selection
Mutation
Peppered Moth Interactive Worksheet
Peppered Moth
Interactive
http://www.techapps.n
et/interactives/mothpro
ject.htm
Page 4 of 6
Lessons
7–8
Sequence of learning activities &
teaching strategies

Explain speciation with reference to:
o Biological fitness
o Adaptations
o Gene flow
o Isolation: physical, behavioural,
mechanical, temporal
o Types of speciation: allopatric,
sympatric & parapatric
o Indigenous genetics (health issues)
Practical Activities
Assessment
opportunities
Resources
Video Link - Obook
Evolution of Humans
Weblink - OBook
Natural Selection
Simulation
o
Indigenous
genetics (health
issues)
http://www.betterhealth.vi
c.gov.au/bhcv2/bhcPDF.
nsf/byPDF/Aboriginal_he
alth_issues_diabetes/$Fil
e/Aboriginal_health_issu
es_diabetes.pdf
Page 5 of 6
Lessons
9 – 10
Sequence of learning activities &
teaching strategies
Assessment
opportunities
Resources
5.3 Evidence for Evolution



11 – 12
Practical Activities
Work in Small groups to explain how the
following pieces of evidence, individually
and collectively, support the theory of
evolution:
Complete the worksheet 10Sci.WS.Interpreting Evidence for
Evolution
o Fossils
o Living fossils (“missing links”)
o Fossil Record Worksheet
o Comparative anatomy
 Analogous structures
 Homologous structures
 Pentadactyl limb Worksheet
o Comparative embryology
o Comparing molecules:
 DNA
 Amino acids
o Biogepgraphy
Evolutionary relationships- skills lab p211
(use with cladogram activity)
Test Revision
Video Link - Obook
Interpreting Evidence
10Sci.WS.The fossil
record
10Sci.WS.Pentadactyl
limbs
10Sci.WS.interpreting
Evidence for
Evolution.2014
Weblink - OBook
Analysing the Dead
Weblink - OBook
Dating Fossils
Weblink - OBook
Evolution and the
Human Genome
Project
Cladogram Video
http://www.youtube.co
m/watch?v=ouZ9zEkx
GWg&noredirect=1
Origin of Species Test
Test
Page 6 of 6