Teaching Resources
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... Campbell, N. (1977) "Biology" California: Benjamin Cummings.
Darwin, C. (1859) &quo…
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Campbell, N. (1977) "Biology" California: Benjamin Cummings.
Darwin, C. (1859) "On the Origin of Species", Norton, United Kingdom
Covers both Naturalnatural and Artificialartificial selection, as
Darwin, C. (1871) "The Descent of Man", Norton, United Kingdom
Covers hominid evolution and sexual selection
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Covers the evolution and ultimate extinction of bird species, and the behavioral/physiological/environmental factors which led to their demise.
Heinrich, B. (2003) "Winter World- The Ingenuity of Animal Survival", Harpercollins, New York
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adaptations for survivignsurvival in extreme
Mithen, S. (1996) "The Prehistory of the Mind", Thames and Hudson, UK
Provides extensive information on hominid evolution
Learning Activity (9)
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... Selective Breeding Research Task (Intended vs. Non-Intended Outcomes)
... required to …
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Selective Breeding Research Task (Intended vs. Non-Intended Outcomes)
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required to reaserchresearch at least
Assessment:
This task should be 500 word equivilant but the means of presentation is flexible and as such, formative assessment will be of a qualitative nature.
Learning Activity (4)
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... This learning actvity familiarises students with the concept of relative dating, as well as th…
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This learning actvity familiarises students with the concept of relative dating, as well as the processes which form geological layers.
Using bread, smarties, nutella, marshmallows, jam and hundreds and thousands, students construct sandwiches made up of alternating layers of spreads. This is done as a class, layer by layer: the teacher draws the first layer on the board (the bedrock) and the students use the first slice of bread as this layer- then, diferent sized particles amd spreads are added, which relate to different geological events.Each layer is first drawn on the board and explained, then the students can add it to their sandwich. So a layer of nutella may indicate a fine silt, which turns into siltstone, then a layer of marshmallows and smarties may indicate a heavy rain event which washes boulders downstream, and so on until the sandwich is finished, and another layer of bread is placed on top of the whole pile. By the end the sandwich is quite large.
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with layers mising,missing, and the
Assessment: Workbook and class discussion
The assessment for this learning activity is for students to hand in their workbook at the end of the class, which will contain their sketches and notes about the prac. After the prac, there will be a class discussion about geoogical processes and dating techniques. This whole class is based upon a constant discourse between students and teacher, and as such the constant involvement of students will be adequate to guage involvement and understanding.
Learning Activity (2)
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... Hummingbird Beak
This prac demonstrates a similar idea to the giraffe prac, though in a sligh…
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Hummingbird Beak
This prac demonstrates a similar idea to the giraffe prac, though in a slightly different evolutionary context. The students create a hummingbird out of clay, feathers and wire- they are given the body size of a species of hummingbird so that there is at least some parameter for the beak, which is the most important part for this prac. The beak will have some absorbant material (cotton wool, cloth etc) on the end.
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punnet square wilwill be created,
Assessment: Prac write-up and research task
Students are expected to write up their prac, and then complete a short research assignment about migrating animals, and the evolutionary adaptations developed by them to cope with travel over long distances.
Change Over Time (CoRe)
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... What else you know about this idea (that you do not intend students to know yet).
Students do…
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What else you know about this idea (that you do not intend students to know yet).
Students do not need to know the more complex chemical equations at the molecular level, but everything else related to Natural Selection is pertinent.
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human intervention inis incomplete without
Students are not required to have a thorough knowledge of the geological timescale boundaries (i.e. Paleolithic, Cambrian etc), unless the boundaries are relevant to a particular topic of study, such as an extinction event or appearance/disappearance of a particular group of organisms.
Knowledge about students’ thinking
Assessment
Hummingbird Beak Apply'Apply biological understandingsunderstandings.
Investigate and enquireenquire.
Communicate information and understandingunderstanding'
see above
Area of Study
