Download PROGRAM - Environments throught time

9.3 Environments through time
1 Evidence from
early Earth
indicates the
first life forms
survived in
changing
habitats during
the Archean and
Proterozoic eons
Students learn to:
Students:
Teaching strategies and references
 Identify that geological time
is divided into eons on the
basis of fossil evidence of
different life forms
 gather & process
information from secondary
sources to draw up a
timeline to compare the
relative lengths of the
Hadean, Archaean,
Proterozoic and
Phanerozoic eons
 gather and analyse
information from secondary
sources to explain the
significance of the Banded
Iron Formations as
evidence of life in primitive
oceans.
 gather, analyse and present
information from secondary
sources on the habitat of
modern stromatolites and
use available evidence to
propose possible reasons
for their reduced abundance
and distribution in
comparison with ancient
stromatolites
 http://www.ucmp.berkeley.edu/help/timeform
.html : Online geological time scale
 pg 63 : Eons of time
 http://www.pbs.org/wgbh/evolution/change/d
eeptime/index.html : Use the website to draw
a scale timetable with information on each
era
 Toilet paper practical : see electronic
resources
 Define cyanobacteria as
simple photosynthetic
organisms and examine the
fossil evidence of
cyanobacteria in Australia
 Outline the processes and
environmental conditions
involved in the deposition of
a Banded Iron Formation
(BIF)
 Examine and explain
processes involved in fossil
formation and the range of
fossil type
 pg 63 : Cynobactreia, read and define
 Click view : Bacterialand first 10 min +
questions
 pg 77 – 79 Cambridge text, good diagrams
and questions
 pg 64 – 65 : Activity 2.2 Learning about
stromatolites
 Pg 65 : Origins of iron ore
 Australia’s four-Billion year diary – Reg
Morrison
 pg 67 : Activity 2.4 Evidence for life on Earth
 Research : cynobacteria and BIF’s, On
SACsnet and in hardcopy
 Hardcopy handout fossil, definition, types
and formation + questions
 pg 65 : fossilisation
 pg 66 : Chocolate fossils
Compl
 Practical (non compulsory) hardcopy - Fossil
identification practical and data interpretation
 Outline stable isotope
evidence for the first presence
of life in 3.8 x 109 year-old
rocks
2 The
environment of
the Phanerozoic
eon
3 The Cambrian
event
 Outline the chemical
relationship between ozone
and oxygen
 Explain the relationship
between changes in oxygen
concentrations and the
development of the ozone
layer
 Describe the role of ozone in
filtering ultraviolet radiation
and the importance of this for
life that developed during the
Phanerozoic eon
 Interpret the relative age of a
fossil from a stratigraphic
sequence
 ANSTO power point (slides 10 – 13)
 pg 66 – 67 : How old are the fossils?
 Worksheet – hardcopy, stable isotopes
information and questions
 pg 68-69 : revision questions
 analyse information from
secondary sources to
identify the major era
subdivisions used to
describe the Phanerozoic
and describe the general
differences in life forms in
each era
 pg 71 : oxygen and ozone
 http://www.theozonehole.com/ozonecreation.
htm great diagrams and animations
 pg 71 – Formation of the ozone layer
 Handout hardcopy ozone and related
questions
 pg 72 – 73 : revision questions
 Biological Colouring book : Organisms of the
Phanerozoic
 process information to
examine at least one
example of a stratigraphic
sequence and describe any
fossils found in this
sequence
 use available evidence,
including computer
simulations, models and
photographs to examine the
changes in life forms that
 David Attenborough – Lost worlds, vanished
lives episode 1: Magic in the rocks
 pg 75 : Relative dating
 Handout : Hardcopy, key principals of
relative dating
 Worksheet : hardcopy – stratigraphic
problems
 Excursion to central West : Wellington caves
stratigraphy
 Compare uses of relative and
absolute dating methods in
determining sequences in the
evolution of life forms
occurred during what is
commonly referred to as the
‘Cambrian event’
 pg 76 : Radiometric dating
 Handout : hardcopy, information on dating
types
 http://www.sciencecourseware.org/VirtualDat
ing/
 Distinguish between relative
and absolute dating
 pg 77 : Activity 2.7 Relative and absolute
dating
 Handout : Hardcopy - worksheet 9.3.3,
information and questions
 Exam style question : electronic copy in file
4
Exploiting
new
environments
 Discuss the possible
importance of the
development of hardened
body parts in explaining the
apparent explosion of life in
the Cambrian period
 Pg 78 : the Cambrian event
 Deduce possible advantages
that hard shells and
armouring would have given
these life-forms in
comparison with the softbodied Ediacara metazoans of
the late Proterozoic, in terms
of predation, protection and
defence
 pg 78: the Cambrian event
 Outline the theory of
evolution by natural selection
 pg 83 : The theory of evolution
 Clickview : Natural selection with worksheet
 gather and analyse
information from a
geological time scale and
 Outline evidence that presentsecondary sources to
day organisms have
identify and date the major
 pg 79 : activity 2.8 the Cambrian event
 pg 79 : activity 2.9 trilobites
 http://jclahr.com/alaska/aeic/taurho/trilobit.pd
f : 3D folding trilobite model
 pg 80 – 81: revision questions
 Handout : Hardcopy, the Edicarian metazoans
 pg 84 – 85 : evidence for evolution
 Australia through time laminated posters
developed from different
organisms in the distant past
5 Past extinction
and mass
extinction events
evolutionary advances
made by plants and animals
 gather information from
secondary sources to
summarise the features and
 Summarise the main
distribution of some of the
evolutionary changes
first land plants, amphibians
resulting from the selection of
and reptiles
living things exhibiting
 gather information from
features that allowed them to
secondary sources to
survive in terrestrial
compare the diversity and
environments
numbers of organisms from
 Outline the major steps in the
a fossil site
expansion to the terrestrial
environments by land plants,
amphibians and reptiles
 Identify the advantages the
terrestrial environment
offered the first land plants
and animals
 Compare models of explosive  gather, analyse and present
and gradual adaptations and
information from secondary
radiations of new genera and
sources to compare two
species following mass
different concepts used to
extinction events
explain mass extinction
events
 Distinguish between mass
 gather information from
extinctions and smaller
secondary sources and use
extinctions
available evidence to
identify the relationship
 Worksheet : Hardcopy, matching Australia
through time posters from
http://www.ga.gov.au/education/geosciencebasics/australia-through-time.html
 pg 87 – 88 : surviving terrestrial
environments
 pg 87 – 88 : surviving terrestrial
environments
 pg 87 – 88 : surviving terrestrial
environments
 pg 88 : surviving terrestrial environments
 Excursion : Central West NSW Wellington
caves, fossil washing ad sorting
 Pg 93 : Extinction and radiation and
classification
 pg 93 and 95 : gradual or explosive
 pg 93 and 95 : gradual or explosive
 Geological time scale
 Pg 96 : Extinctions and the geological time
scale
 Worksheet – Hardcopy, mass extinctions
 Explain the recent extinction
of the marsupial, bird and
reptile megafauna in
Australia, as an example of
smaller extinction events
involving several large
species
 Compare these smaller
extinction events with
widespread ‘catastrophic’
events in which entire
ecosystems collapse with the
extinction of many entire
classes and orders
 Assess a variety of
hypotheses proposed for the
mass extinctions at the end of
the Permian and at the end of
the Cretaceous
between mass extinctions
and the divisions of the
geological time scale
 analyse information from
secondary sources on at
least two different
hypotheses used to explain
the extinction of the
megafauna
 pg 96 – 97 : small extinctions – Australian
megafauna
 Clickview – Thylacaleo beast of the
Nullarbor
 Excursion to Australian Museum with
workbook
 pg 97 : Activity 2.14 debating extinctions
 pg 95 - 97 : mass vs small extinction
throughout text
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pg 97 : Activity 2.14 debating extinctions
pg 105 – 111 : Cambridge text
pg 98 – 99 : revision questions
pg 103 – 106 topic quiz