Download Evolutionary Theory and Relationships CoRe

VCE Biology
Unit 4 – Continuity and Change
Area of Study 2 – Change Over Time
BIG IDEA
Evolutionary Theory and Relationships
“The Theory of Evolution has developed through investigations
into relationships between organisms from many eras”
What you
intend the
students to
learn about this
idea.
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Why it is
important for
students to
know this.
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What else you
know about
this idea (that
you do not
intend students
to know yet).
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Development of the Theory of Evolution and important
contributions from Darwin, Wallace, Lamarck and
Mendel. Including neo-Darwinism contributors.
Changes in populations and species occur over time.
Differences between evolution and natural selection.
Evolutionary Relationships support the theory and can be
established using techniques investigating gene
conservation.
Application of Phylogenetic Trees to display evolutionary
relationships.
Geological evidence supporting evolution can be obtained
through relative and actual dating techniques.
To better understand how the Theory of Evolution has
been developed and influenced by many people over
time.
To develop an appreciation for the diversity of life and
also how we came to be.
To appreciate the necessity for evidence when developing
scientifically sound theories, including many different
forms of scientific evidence (geological, genetic etc.).
To understand how information is passed on during
evolutionary processes.
Develop skills to analyse and evaluate evidence
surrounding evolutionary change.
Through improved personal knowledge, students may
develop an interest in the field and be able to contribute
to this branch of science in the future.
Specific details of hominid evolution (patterns, origin
etc.).
The role of human intervention in evolutionary processes
(selective breeding, gene technologies, cloning, genetic
screening, gene therapies etc.).
Modern technologies used to process and strengthen
evidence of evolution.
Inter-relationships between biological, cultural and
technological evolution we currently face.
Difficulties/
limitations
connected with
teaching this
idea.
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Knowledge
about students’
thinking which
influences your
teaching of this
idea.
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Other factors
that influence
your teaching
of this idea.
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Teaching
procedures
(and particular
reasons for
using these to
engage with
this idea).
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Difficult concepts to grasp as they are often explained in
large time scales, using obscure examples, which may be
hard to visualise.
Large array of influences on, and contributors to, a single
theory.
Complex topics associated with this area of study which
requires students to have an understanding of a vast array
of scientific fields.
Evolutionary processes often difficult to simulate in a
traditional classroom – connection with up to date ICT
resources.
Difficulties in engaging students with religious beliefs
which may oppose some of the ideals studied throughout
these topics. Sensitivity issues to consider.
Alternative conceptions that students bring with them into
this area of study.
Students may not have much prior experience with
evolutionary theory.
Students likely to have difficulty comprehending the
enormous time scale involved in evolutionary processes.
Students may experience difficulty in connecting many
variables from various scientific disciplines.
Students may not accept evolutionary theory as there are
many gaps in our understanding.
Ethical issues surrounding evolutionary interventions
which may be raised by some students.
School culture and parental attitudes.
Sequencing of the curriculum for this area of study to
maximise student understanding.
Availability of suitable learning resources (computers,
anatomical specimens, laboratory equipment, etc.).
Time constraints.
VCAA / VCE assessment and examination requirements.
Modelling activities (allow students to simulate
evolutionary processes and better understand change over
time).
Question Wall (Students discuss and propose
questions/issues that they would like to know more about
– can be used to direct learning activities).
Timeline activities (assist students understanding of scope
of evolutionary processes).
Research Projects (self directed learning opportunity to
investigate an area or question of interest).
Class Discussions / Debates (understand various
viewpoints on evolutionary theory).
Case studies (promote active discussion on evolutionary
processes and evidence).
Role Plays (investigate and visualise evolutionary
processes).
ICT simulations (demonstrate evolutionary relationships).
Field trips (rare specimens, technologies in action,
geological sites – increase student understanding as well
as engagement with this area of study).
Specific ways
of ascertaining
students’
understanding
or confusion
around this
idea
(include likely
range of
responses).
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Concept Maps (diagnose students’ prior knowledge and
identify potential alternative conceptions).
Venn Diagrams (assess the development of student
understanding).
ICT presentations (Animoto, Powerpoint, SLOWmation can be used either as a diagnostic tool or summative
assessment piece).
Online Student Webpages (WIKI’s).
Term recognition sheets.
321 Activities (lead into whole class discussions).
Research Projects.
Practical / Field Trip Reports.
Mini-tests.
The following are examples of potential alternative
conceptions held by students surrounding this area of study –
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Evolution is random.
Evolution can’t be observed.
Natural Selection is the Theory of Evolution.
Evolved genetic mutations harm organisms.
Evolution results in stronger / advanced organisms.
Evolution is due to ‘chance’ events.
Evolution involves organisms trying to adapt.
Various arguments stating evidence of “Creationism” or
“Intelligent Design”.
Acquired characteristics can be inherited.
Gaps in the fossil record disprove evolution.
Evolution is just a theory so it is not based on facts.
The Theory of Evolution explains the origin of life.